The power of role models for the development of teacher advocates

Educational policy is increasingly being shaped by government officials without the input of educational experts such as teachers. The existing literature acknowledges teachers serve as advocates for students in their classrooms but are less likely to advocate beyond their classrooms. This qualitati...

Full description

Saved in:
Bibliographic Details
Published in:Teaching and teacher education 2025-03, Vol.155, p.104903, Article 104903
Main Authors: Fields, Kathryn L., Ethridge, Elizabeth A., Raymond, Kate M.
Format: Article
Language:English
Subjects:
Advocacy
Motivation
Preservice teacher education
Role model
Teacher leadership
Teacher preparation program
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Educational policy is increasingly being shaped by government officials without the input of educational experts such as teachers. The existing literature acknowledges teachers serve as advocates for students in their classrooms but are less likely to advocate beyond their classrooms. This qualitative study, employing the Motivational Theory of Role Modeling, explored how teachers describe their advocacy role models who influenced them, the type of role models they wished they had, and how teacher preparation programs (TPP) could better support their development as teacher advocates. TPPs can meaningfully address educational advocacy through experiential learning with role models and shared group experiences. •Stories of role models were common among teachers who described themselves as advocates.•Teacher advocates had a variety of role model types; however, behavioral role models were most prevalent.•Early shared group experiences were critical for teachers to develop as teacher advocates.•Teacher preparation programs need to engage students in authentic advocacy experiences.
ISSN:0742-051X
DOI:10.1016/j.tate.2024.104903