Critical Education https://ices.library.ubc.ca/index.php/criticaled <p><em>Critical Education</em> is an international peer-reviewed journal, which seeks manuscripts that critically examine contemporary education contexts and practices. <em>Critical Education</em> is interested in theoretical and empirical research as well as articles that advance educational practices that challenge the existing state of affairs in society, schools, and informal education.</p> Institute for Critical Education Studies en-US Critical Education 1920-4175 <p>Authors who publish with <em>Critical Education</em> agree to the following terms:<br><br></p> <ol type="a"> <ol type="a"> <li class="show">Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="http://creativecommons.org/licenses/by/3.0/" target="_new">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li> </ol> </ol> <p>&nbsp;</p> <ol type="a"> <ol type="a"> <li class="show">Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li> </ol> </ol> <p>&nbsp;</p> <ol type="a"> <li class="show">Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="http://opcit.eprints.org/oacitation-biblio.html">The Effect of Open Access</a>).</li> </ol> Ethical, Legal, and Pedagogical Issues in edTPA https://ices.library.ubc.ca/index.php/criticaled/article/view/186418 <p>The purpose of this article is to address ethical, legal, and pedagogical issues in the use of edTPA, a mandatory and consequential assessment required for teacher candidates in many states. We discuss issues such as the cost of edTPA, implicit bias in scoring teacher candidates, marginalization in K-12 settings, property rights, privacy, and disconnections between the real classroom and what teacher candidates are asked to do in edTPA. At the end of the paper we make three suggestions. First, edTPA can be used as a learning progression assessment, but not a high-stakes assessment. Second, private publishers should play an assistive role, not a dominant role, in teacher education. Third, educators should examine the rubrics of edTPA within and across disciplines to reduce inappropriate practices. <strong></strong></p> Kristen A. Gilbert Nai-Cheng Kuo ##submission.copyrightStatement## https://creativecommons.org/licenses/by-sa/4.0/ 2019-04-15 2019-04-15 10 8 1 17