“If Not Me, Then Who?”: An Integrated Model of Advocacy for Early Childhood Teacher Education

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Author(s): Elizabeth Ann Ethridge (University of Oklahoma, USA), Vickie E. Lake (University of Oklahoma, USA)and Amber H. Beisly (University of Oklahoma, USA)
Copyright: 2019
Pages: 22
Source title: Early Childhood Development: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-7507-8.ch063

Keywords: Education / Information Science Reference / K-12 Education / Sociology

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Abstract

Research has indicated that teachers typically do not view themselves as advocates for many reasons such as fear of personal and professional risk (Peters & Reid, 2009). Participants include both preservice teachers and graduates of an early childhood teacher education program. This chapter addresses how the program utilized intentional assignments and group and individual scaffolding as preservice teachers moved from experiencing service learning to pure advocacy. Through a mixed methods study, preservice teachers began to see themselves as agents of change with increased confidence and sense of power. These transformations continued as graduates of the program reported they were still engaging in advocacy.

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“If Not Me, Then Who?”: An Integrated Model of Advocacy for Early Childhood Teacher Education

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