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Document Type

Praxis

Abstract

Teacher Preparation Programs are subject to increasing demands on their curriculums, with no corresponding increases in contact time or duration of programs. As new high-stakes pre-service teacher assessments come online, programs must prepare candidates for success with them while still honoring other elements, such as research in accelerated graduate programs and university identities through specialized pedagogies. Programs face the challenge of teaching it all, and doing so in a coherent manner. This article addresses the alignment across components of edTPA (pre-service education Teacher Performance Assessment), action research, and Ignatian pedagogy, providing a table that aligns the three frameworks.

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