Supporting Preservice Teachers’ Navigation of Policy: Research-Based Design to Develop Policy Literacy

• In Event: Reenvisioning Teacher Education Policy and Programs to Construct Educational Possibilities

Abstract

This session presents initial findings from a design-based study intended to explore and support the policy literacies of pre-service teachers (PSTs). Drawing from theories of Sensemaking and Critical Literacies, the authors describe learning from two phases of their study. Phase one consisted of a workshop in which the researchers engaged with 16 PSTs to critically analyze Florida HB 1467 - a bill that restructured the selection process for books in school and classroom libraries. Phase two involved the development and implementation of a module that included in-class activities centered on relevant policies related to the course content. The findings offer guideposts to support future educators in navigating, understanding, and, possibly, resisting harmful policies.

Authors

• Katharine Hull, University of South Florida

• Kristin Valle Geren, University of South Florida

• Alexandra Panos, University of South Florida