Exploration of undergraduate preservice teachers' experiences learning advocacy:  A mixed-methods study

Massengale, Kelley; Childers-McKee, Cherese; Benavides, Aerin W.

doi:10.14434/josotl.v14i3.5071

Cited by 16 publications

(12 citation statements)

References 20 publications

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“…■ Use media such as educational documentaries as springboards for focused discussions among preservice teachers regarding current issues with literacy and education (Journell & Buchanan, 2013). ■ Identify current literacy issues and have preservice teachers write advocacy letters to elected officials (e.g., local school board members, state legislators) concerning these issues and their impact on education (Massengale, Childers-McKee, & Benavides, 2014). ■ Incorporate preservice teachers into discussions of policies that have an impact on literacy, led by both university teacher educators and experienced teachers (Hara, 2017).…”

Section: Concluding Thoughtsmentioning

confidence: 99%

Are We Preparing Teachers for Literacy Leadership?

Sharp¹,

Piper²,

Raymond³

2018

The Reading Teacher

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All teachers must be literacy leaders in their classrooms and schools. Recent concerns surrounding teacher quality and literacy teacher preparation prompted the current inquiry, which examined the diverse ways in which literacy teacher educators cultivate literacy leadership among preservice teachers. The authors used a one‐shot qualitative research design and applied understandings related to distributed leadership and teacher leadership as theoretical lenses. Sixty‐five respondents participated in the current inquiry, and data were analyzed using a three‐level classification diversity analysis. Three themes emerged during data analysis: Two addressed specific preparation techniques for literacy leadership that occurred in university contexts and community and professional contexts, and the third drew attention to the inadequacy of preparation efforts with literacy leadership. A discussion of findings for each theme is provided, as well as implications and recommendations for literacy teacher educators and teacher preparation program administrators.

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Section: Concluding Thoughtsmentioning

confidence: 99%

Are We Preparing Teachers for Literacy Leadership?

Sharp¹,

Piper²,

Raymond³

2018

The Reading Teacher

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“…Rather than completing a PBL, Massengale, Childers-McKee, and Benavides (2014) engaged their preservice teachers in a letter-writing campaign to decision makers about personally meaningful issues. Again, the results showed that advocacy is an effective pedagogical approach that helps preservice teachers to understand their students, issues affecting their students, and the steps for remedying the issues.…”

Section: Advocacy and Teacher Preparationmentioning

confidence: 99%

“…Although other studies have documented preservice teachers writing letters to legislators (Beacham & Shambaugh, 2007;Dever, 2006;Massengale, Childers-McKee, & Benavides, 2014;Wade, 2003) or explained briefly advocacy in person (Lieberman, 2014), none appear to have focused on advocating in person in depth. These preservice teachers enjoyed the energy they felt in the State Capitol, and they valued witnessing a more experienced advocate interact with a legislative aide.…”

Section: Adding To Previous Researchmentioning

confidence: 99%

Preservice Teacher Leaders Learn to Advocate Legislatively Through Professional Organizations

Bond¹

2016

JCT

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Teachers often do not interact with legislators when educational policy is being developed. As a way to facilitate more interaction between the two groups, scholars are calling for teacher leaders to step forward and participate in legislative advocacy. The invitation is not limited to in-service teacher leaders. Preservice teacher leaders can participate in policymaking if they are taught about legislative advocacy during their preparation programs. This qualitative case study describes what happened when three preservice teacher leaders learned how to advocate for the education profession by attending three workshops hosted by a student professional organization. The data show that the preservice teachers began the experience with a desire to have a voice in developing policy. Through the workshops they learned about the legislative process, ways to advocate through writing and in person, and the role of legislative aides. The findings indicate that student professional organizations are a viable way for teacher preparation programs to help aspiring teacher leaders learn about legislative advocacy and make their voices known to policymakers.

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“…As found, there were a variety of on-going advocacy initiatives, and the identified needs were related to resources, collaboration, and an agreement on the importance of the profession (Myers et al, 2004). Massengale et al (2014) used a mixed-methods study to explore pre-service teachers' experiences of learning advocacy to determine how individuals might take up a critical advocacy lens in their professional lives. The first study targeted the counseling profession, while the second involved college education students.…”

Section: Introductionmentioning

confidence: 99%

“…Although to some extent, school heads and counselors share some leadership roles, the former have specific, unique, and encompassing functions. Massengale et al (2014) proposed an advocacy development model. This model is a continuum of embracing advocacy that includes negotiating the process of an advocate, awareness of the benefits of advocacy, negotiating who benefits from advocacy, affective dimensions of advocacy, and barriers to becoming an advocate.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Educational Advocacy of Graduate Students in Philippine Higher Education Institution

Caingcoy

Libertad

2020

TSSJ

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Every school needs an advocate leader who can influence others to address issues, concerns, and problems that affect education, its quality, access, and the welfare of the stakeholders, especially that of the learners. This leader needs to subscribe to the redefined roles and nature of leadership. Advocacy leadership challenges educational leaders to take a progressive stance on pressing educational issues and problems. The next in line leaders need to awaken in themselves a specific advocacy and tune-in to this new trend. With this, a qualitative inquiry explored the educational advocacies of twenty graduate students involved in focus group discussions and interviews. Using the thematic network as an analytical framework, the inquiry identified 46 keywords, 51 basic themes, and 6 organizing themes. Thus, a new thematic network of educational advocacies was generated. Learners’ welfare was the most dominant educational advocacy of graduate students, while leadership and governance, professional development, culture and religion, safety and environmental protection, and community development were considered as developing and noteworthy advocacies. These educational advocacies were deemed interconnected and interdependent to each other. Also, the study comes up with relevant propositions, while it makes recommendations for further research and utilization of the new framework. The results have implications for revisiting the educational administration curriculum by mapping out the subjects that contribute to the development of educational advocacy.

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Exploration of undergraduate preservice teachers' experiences learning advocacy: A mixed-methods study

Cited by 16 publications

References 20 publications

Are We Preparing Teachers for Literacy Leadership?

Are We Preparing Teachers for Literacy Leadership?

Preservice Teacher Leaders Learn to Advocate Legislatively Through Professional Organizations

Exploring the Educational Advocacy of Graduate Students in Philippine Higher Education Institution

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