Advocacy and Identity: Exploring Teacher Endorsement Candidates’ Ways of Knowing Through Advocacy Reflections

• In Event: Friday Roundtable Session 9:45 am
  In Roundtable Session: Teachers as Advocates and Abolitionists (Table 35)

Abstract

This study examines how groups of teachers collaboratively built knowledge about advocacy by reflecting on a simulation experience in which they advocated for a multilingual student. We draw on data from video recordings of group reflections after the simulation. Our analyses suggest that teachers’ lives and experiences inform their interpretations of advocacy. We found that teachers drew on (1) their experiences as teachers, (2) personal anecdotes, and (3) different types of knowledge to articulate their thinking, solidify their advocacy stance, become aware of their own assumptions, and co-construct meaning and new understandings of advocacy. These findings have implications for developing a deeper understanding of how teacher beliefs develop around various notions of advocacy through critical reflection.

Authors

• Maria Guzman Antelo, Rhode Island College

• Chris K. Chang-Bacon, University of Virginia

• April S. Salerno, University of Virginia