Teacher Education Programs such as that at UCSB embed performance assessment (edTPA) into the curriculum. Because of this, it is difficult to separate the reflection preservice teachers engage in for the performance assessment from the rest of the Teacher Education Program curriculum. This research seeks to describe the kind of reflections that teacher candidates engage in throughout their teacher education preparation. To achieve this, I analyzed four portfolios of preservice SST English teachers and completed a series of semi-structured interviews, building case studies based on each candidate's reflective experiences.

Through these case studies, we may better establish how teacher education programs, such as that at UCSB that embed the edTPA performance assessment into their program, implement the assessment to build an authentic, student focused inquiry process. Additionally, the research will help outline the UC's specific contribution to teacher education, specifically as it relates to performance assessment.