Preservice Teacher Leaders Learn to Advocate Legislatively Through Professional Organizations

Bond, Nathan

doi:10.5430/jct.v5n2p25

Cited by 5 publications

(1 citation statement)

References 23 publications

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“…Additionally, pre-service teachers report they are often ill-prepared to respond when they encounter entrenched power structures and deficit models of teaching and learning while participating in traditional service-learning assignments. During the past decade a shift towards models of critical service learning has occurred, with pre-service education programs encouraging future teachers to see themselves as agents of change and use service learning to respond to injustices in communities (Bond, 2016;Mitchell, 2008;Tinkler, Tinkler, Reyes, & Elkin, 2019).…”

Section: Introduction and Objectivesmentioning

confidence: 99%

Developing an Anti-Oppressive Professional Voice as a Pre-Service Teacher

Sennett¹

2022

Education and New Developments 2022 – Volume I

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"Service-learning is traditionally used as a pedagogical tool in pre-service teacher education programs to connect theory to practice and to provide future teachers with experiences that support school needs and offer early opportunities to engage with children and youth. While the assumption is that pre-service teachers will benefit from service-learning by ultimately becoming more effective educators, the reality is that pre-service teachers often encounter entrenched power structures and deficit models of teaching and learning while participating in traditional service-learning activities. The research presented here examined one college’s critical service learning initiative designed to support pre-service teachers as they interrogated existing power structures impacting both teaching and children’s learning and lived experiences. The College’s rationale for this pedagogical shift was to support pre-service teachers’ understanding of equity and social justice and to help them develop an anti-oppressive professional advocacy voice that can be useful when attempting to reduce the systemic barriers they may encounter when working in U.S. schools. The researcher followed 94 pre-service teachers over the course of 10 weeks as they engaged in one of two self-selected critical service-learning projects: (1) Educational policy involvement during a government legislative session (n=51) or (2) Production of podcasts on educational equity issues for the local community (n=43). Survey data and analysis of student reflections were examined. 91% of pre-service teachers indicated that involvement enhanced their ability to implement anti-oppressive practices, and 96% reported that the experience helped them determine who they want to become in a movement for educational and social justice."

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Section: Introduction and Objectivesmentioning

confidence: 99%

Developing an Anti-Oppressive Professional Voice as a Pre-Service Teacher

Sennett¹

2022

Education and New Developments 2022 – Volume I

View full text Add to dashboard Cite

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Advocacy Engagement and Self-Efficacy of School-Based Speech-Language Pathologists

Lugo

Wood

Farquharson

2022

LSHSS

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Purpose: The purpose of this study was to investigate advocacy engagement and self-efficacy of school-based speech-language pathologists (SLPs) and their perceptions of key issues in education and challenges to advocacy. Method: A 75-item survey was used to solicit information about advocacy-related experiences of 194 school-based SLPs. The survey included subsections on advocacy engagement, identity, training, and self-efficacy and solicited open-ended responses regarding perceived issues and hindrances. Results: Results demonstrated low percentages of respondents had received training in advocacy (15%) and participated in an event (14%). A high percentage of respondents (45%) reported feeling ill-equipped to advocate but viewed their role as advocates to be important. Overall, respondents self-rated as moderately efficacious advocates. Age and perceived advocacy importance were significant predictors of self-efficacy. Frequently cited issues in education included lack of resources and support for educators and students, teachers' rights, and mental health. Common challenges to advocacy included time constraints, lack of knowledge and support, and fear of retaliation. Conclusions: Based on reported challenges to advocacy, more research is necessary to further investigate the extent these factors influence engagement and self-efficacy. As SLPs in this study viewed their advocacy role to be important but perceived themselves to be unprepared, additional training and professional development opportunities could support the degree to which SLPs engage in advocacy and perceive themselves to be effective advocates. Supplemental Material: https://doi.org/10.23641/asha.19111532

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Barriers to Graduate Applications: Perspectives of Undergraduate Students From Underrepresented Backgrounds in Communication Science and Disorders

Lugo,

Wood,

Torres-Chavarro

et al. 2023

Perspect ASHA SIGs

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Purpose: The purpose of this preliminary study was to examine the perspectives of students from underrepresented backgrounds on the graduate school application process and identify ways to improve diversity, equity, inclusion, and accessibility in communication science and disorders. Method: A novel 15-item survey was used to solicit information about the experiences and perspectives of the graduate application process from 39 senior undergraduate students in a communication science and disorders program. Semistructured interviews were then conducted with seven students from underrepresented backgrounds to further explore perceived barriers to graduate applications and potential resources and supports. Results: Results demonstrated a variety of factors, including financial demands, Graduate Record Examinations requirements, and program location and prestige, that influenced student decision making during the application process. Students from underrepresented backgrounds reported applying to more programs on average but engaged in numerically fewer hours of research and practicum experiences than peers from majority backgrounds. The most significant barriers to the graduate application process included learning and mentorship challenges during COVID-19, limited experiential learning opportunities, and difficulties forming social connections. Departmental support, application assistance, and mentorship initiatives were highlighted as potential levers of change. Conclusions: Based on reported barriers to the graduate application process, more research is necessary to further investigate the extent these factors influence achievement, retention, and overall success of students from underrepresented backgrounds. Additional resources and supports, especially those recommended by students in this study, may serve as potential action steps to improve diversity, equity, inclusion, and accessibility in communication science and disorders programs. Supplemental Material: https://doi.org/10.23641/asha.23519058

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Preservice Teacher Leaders Learn to Advocate Legislatively Through Professional Organizations

Cited by 5 publications

References 23 publications

Developing an Anti-Oppressive Professional Voice as a Pre-Service Teacher

Developing an Anti-Oppressive Professional Voice as a Pre-Service Teacher

Advocacy Engagement and Self-Efficacy of School-Based Speech-Language Pathologists

Barriers to Graduate Applications: Perspectives of Undergraduate Students From Underrepresented Backgrounds in Communication Science and Disorders

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