Examining the Situative Progression of Teachers' Novice-to-Expert Development in Education Policy

• In Event: AERA Roundtable Session 15
  In Roundtable Session: The Politics of Teaching and Learning

Abstract

Legitimate peripheral experiences (LPP) in policy has the potential to develop novices into experts. In K-12 education, professional development (PD) in policy for K-12 teachers is relatively rare despite the indelible role that teachers play in policy implementation. This study describes the experiences of seven teachers who completed the Texas Education Policy Fellowship, a 10-month PD program for the provision of policy knowledge, leadership development, and networking for Texan education. The purpose was to examine how participating teachers, through LPP with policy experts, constructed policy knowledge, developed their leadership skills and networks to engage in policy-advocacy activities. Results suggest teachers garnered policy knowledge, situated leadership, and sought out new experiences to expand networks and provide teacher input to policy processes.

Authors

• Rebecca Hite, Texas Tech University

• Richard Velasco, The University of Iowa

• Levi Johnson, Texas Tech University

• Jessica Gottlieb, Texas Tech University

• Jon McNaughtan, Texas Tech University