Closing the pre and in‐service gap: perceptions and implementation of the IPA during student teaching

• Jennifer Eddy ^[1] ; Carolina Bustamante ^[2]
  1. [1] City University of New York

     City University of New York

     Estados Unidos

     
  2. [2] State University of New York

     State University of New York

     City of Albany, Estados Unidos

     
• Localización: Foreign language annals, ISSN 0015-718X, Vol. 53, Nº. 3, 2020, págs. 634-656
• Idioma: inglés
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• Resumen

  • This research explored the experiences of nine preservice teacher candidates of Spanish in world language teacher education programs at two higher education institutions implementing the Integrated Performance Assessment (IPA) as Student Teachers (ST), as well as perceptions of seven Cooperating Teachers (CTs) and the University Field Supervisor. This qualitative, multiple‐case study included data from interviews, focus groups, and classroom observations. Four themes emerged from the data analysis: (a) STs’ preparation and CT's familiarity with the IPA; (b) STs’ implementation of IPA and CTs’ reactions; (c) impact of clinical experience on STs and CTs' pedagogical beliefs; and (d) professional development needs. The article concludes with recommendations for world language teacher certification programs and professional development opportunities for in‐service, CTs.