"If You're Not at the Table, You're on the Menu": Learning to Participate in Policy Advocacy as a Teacher Educator

Autor/inn/en	Aydarova, Elena; Rigney, James; Dana, Nancy Fichtman
Titel	"If You're Not at the Table, You're on the Menu": Learning to Participate in Policy Advocacy as a Teacher Educator
Quelle	In: Action in Teacher Education, 44 (2022) 2, S.143-159 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aydarova, Elena) ORCID (Rigney, James) ORCID (Dana, Nancy Fichtman)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2021.1982793
Schlagwörter	Advocacy; Policy Formation; Educational Policy; Teacher Educators; Barriers; Affordances; Teacher Attitudes + Suchen Sie Ihr Suchwort? Sozialanwaltschaft; Politische Betätigung; Politics of education; Bildungspolitik; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten
Abstract	Scholars have long urged teacher educators to engage in policy advocacy and to respond to mounting attacks on the teacher education field. Prior research has shown that teacher educators feel largely unprepared to participate in policy debates. This observation raises the question of how those who do engage in advocacy learn to navigate the contested terrain of teacher education policy. Drawing on a multiple case study research project, we argue that learning policy advocacy is a prolonged process, during which participants acquire the language used by policymakers and learn the procedures utilized by policymaking communities. This learning entails peripheral participation in policy processes, modeling, and mentoring. Our study sheds light on the importance of professional networks and relationships as support systems to expand teacher educators' ability to participate in policy advocacy and reclaim their professional voice in policy debates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01