Structure and Agency in Conflict: An Analytical Dualism Examination of edTPA Implementation in Physical Education Teacher Education

Purpose : This study examines the facilitators and barriers of edTPA (Educative Teacher Performance Assessment) implementation in Physical Education Teacher Education (PETE) programs, using analytical dualism to explore the interplay between institutional structures and faculty agency. Method : A qualitative case study approach was employed, analyzing faculty interviews and institutional documents from multiple PETE programs. Thematic coding identified key structural supports, implementation challenges, and faculty responses to edTPA mandates. Results : Institutional facilitators included curricular alignment, collaborative faculty culture, and administrative support which helped integrate edTPA into existing program structures. Conversely, faculty reported barriers, such as increased workload, financial burdens on students, and rigid assessment criteria. Faculty demonstrated agency through adaptive instructional strategies and mentorship but encountered resistance, time constraints, and limited professional development. Conclusion : While edTPA supports assessment literacy and reflective teaching, its standardized format constrains flexibility. These findings underscore the need for institutional responsiveness and expanded training to support sustainable implementation in PETE contexts.