Teaching Advocacy in Early Years Initial Teacher Education Programmes
Date
2009
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Symposium Books Ltd
Volume
51
Number/Issue
1
Starting Page
25
Ending Page
34
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Abstract
Teacher education programmes in the United States and in England with early childhood certification usually include courses with topics such as early childhood theory and curriculum, child development, model programs, and history of early childhood education but less often include courses with content focused specifically on advocacy. This article interrogates the possibility of developing courses on advocacy for pre-service teachers to build a knowledge base on advocacy for parents, families and children and to develop competency in inter-personal, cross-cultural communication. Drawing on data from Liebovich’s study on beliefs about advocacy of early childhood education students in the United States, the authors share pre-service teachers’ narratives about advocacy, discuss the process of moving from advocacy awareness to empowerment, and propose content for a university level course on advocacy in England and the United States. Using a feminist theoretical perspective, this study critiques teacher education programs and how student identity as advocates is rarely nurtured. The authors demonstrate how pre-service teachers reflect about the role teacher’s play working with, informing, and empowering families to truly become collaborative partners in the education of their children.
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Modified from original accepted manuscript version to conform to ADA standards.
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Citation
Liebovich, B.J. and Adler, S.M. (2009a). Teaching Advocacy in Early Years Initial Teacher Education Programmes. Forum, 51(1), 25-34. http://doi.org/10.2304/forum.2009.51.1.25
Extent
11 pages
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Article is made available in accordance with the publisher's policy and may be subject to US copyright law. Please refer to the publisher's site for terms of use.
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