Advocacy Over Exit: Preservice Teachers, Policy Advocacy, and Institutional Theory

• In Event: Marriott Roundtable Session 16
  In Roundtable Session: Teachers' Work and Policy

Abstract

This qualitative case study explores pre-service teachers’ experiences with policy advocacy. Analysis of interviews, group discussions and reflective memos of pre-service teachers (n=7) in seven Massachusetts districts shows they view policy as increasingly important over the course of their training. However, institutional norms and structures in both the K-12 and teacher education settings limit opportunities to observe or practice policy advocacy. Pre-service teachers view recent national examples of teacher policy advocacy as models for reconciling professional vision with contemporary pressures in public education and a means of remaining in the profession. Given the current educational policy climate, pre-service teachers identify a pressing need for teacher training specifically relating to policy advocacy. These findings have implications for educational policy and teacher education.

Author

• May Hara, Framingham State University