ERIC Number: EJ1132599
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 16
Passion Is Not Enough: Preparing Middle Level Preservice Teachers to Be Advocates for Change
DeMink-Carthew, Jessica; Bishop, Penny A.
Middle School Journal, v48 n2 p14-23 2017
This article illustrates the critical need for middle level preservice teachers to be explicitly prepared to engage in reform-oriented advocacy. To illustrate this point, we present the experiences of four reform-minded student teachers who attempted to enact developmentally responsive curriculum, as defined in "This We Believe" (National Middle School Association [NMSA], 2010) during their student teaching semester. Their experiences underscore the challenges student teachers face in attempting to advocate for middle school best practices. After providing an overview of these challenges, we use the insights of the participants to propose the following set of advocacy skills: (1) building rapport; (2) educating, not intimidating; (3) anticipating concerns; (4) reflecting before reacting; and (5) establishing communication norms. We then present several concrete implications for middle level teacher preparation programs that aim to prepare preservice teachers to be advocates for change in their future schools.
Descriptors: Teaching (Occupation), Middle School Teachers, Preschool Teachers, Teacher Attitudes, Teacher Education, Teacher Education Programs, Student Teachers, Advocacy, Educational Change
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Preschool Education; Early Childhood Education; Higher Education; Postsecondary Education
Authoring Institution: N/A