Preservice Teacher Leaders Learn to Advocate Legislatively Through Professional Organizations

Nathan Bond

Abstract


Teachers often do not interact with legislators when educational policy is being developed. As a way to facilitatemore interaction between the two groups, scholars are calling for teacher leaders to step forward and participate inlegislative advocacy. The invitation is not limited to in-service teacher leaders. Preservice teacher leaders canparticipate in policymaking if they are taught about legislative advocacy during their preparation programs. Thisqualitative case study describes what happened when three preservice teacher leaders learned how to advocate for theeducation profession by attending three workshops hosted by a student professional organization. The data show thatthe preservice teachers began the experience with a desire to have a voice in developing policy. Through theworkshops they learned about the legislative process, ways to advocate through writing and in person, and the role oflegislative aides. The findings indicate that student professional organizations are a viable way for teacherpreparation programs to help aspiring teacher leaders learn about legislative advocacy and make their voices knownto policymakers.


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DOI: https://doi.org/10.5430/jct.v5n2p25

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Journal of Curriculum and Teaching

ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)

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