Can Advocacy Be Taught? Simulating Advocacy in Teacher Education

• In Event: Demonstrating Pedagogical Promise: Embracing the Challenge of Enacting Equity Practices and Pedagogies

Abstract

Advocating for students is often framed as a key imperative for teachers, yet varying interpretations exist on what constitutes “advocacy” in teacher education. In this paper, we focus on how a group of preservice teachers (n=60) learn to advocate for culturally and linguistically diverse learners. Participants engaged in a role-play simulation with a colleague who voiced negative views of linguistically diverse students. We analyzed how participants conceptualized advocacy before and after this experience. We found participants initially conceptualized advocacy as consisting of interpersonal relationships and knowledge-sharing. However, post-simulation reflections indicated shifts to viewing advocacy in terms of emotional reactions and active persuasion. These findings have key implications for how preservice teachers across content areas learn to advocate for students.

Authors

• Will Fox, University of Virginia

• Chris K. Chang-Bacon, University of Virginia

• Maria Guzman Antelo, University of Virginia

• April Simun Salerno, University of Virginia