Beyond Dispositions: Developing Teacher Advocacy Skills

• In Event: Roundtable Session 17
  In Roundtable Session: Toward Advocacy and Inclusion for In-Service Teachers

Abstract

Based on the growing awareness in teacher education that all teachers need to be skilled advocates for traditionally marginalized populations, and themselves as educators, this mixed-methods study identifies the skills used by English as a second language (ESOL) teachers working as advocates for English language learners (ELLs). It highlights the fact that, while developing their disposition for advocacy in teacher education programs, ESOL teachers most often developed their advocacy skills on the job. Additionally, ESOL teachers’ perception of their level of skill in advocating is positively and strongly correlated with their level of engagement in advocacy acts. Based on the results, suggestions are offered for ways to hone advocacy skills in all future teachers in teacher education programs.

Author

• Heather Linville, University of Wisconsin - LaCrosse