Search results for: Advocacy
Page 1/1 5 items
Change advocacy as coping strategy: how beginning teachers cope with emotionally challenging situations
Beginning to teach after teacher education is commonly depicted as an emotionally challenging period. Beginning teachers deploy strategies to cope with the emotionally challenging transition from teacher education and starting a position as a teacher. One way of coping is trying change the origin of the challenges. The aim of the study was to investigate how teachers in their last year as student teachers and their first year as teachers make meaning of a change advocacy strategy to cope with challenging situations as teachers. A qualitative interview study was performed. Twenty-five participants were interviewed while studying in their last year of teacher education, and 20 were interviewed again after having worked as a teacher for a year. In between, 68 self-reports were collected. The material was analysed using constructivist grounded theory tools. The findings show that as student teachers the participants identified two prerequisites to be able to use the change advocacy strategy as beginning teachers: (1) establishing teacher ambiguity and (2) challenging the perceived negative mindset. When utilising a change advocacy strategy as beginning teachers, the participants tried to reform teaching practices and attain a position of competence.
Updated: Mar. 29, 2022
Helping the Marginalised or Supporting the Elite? Affirmative Action as a Tool for Increasing Access to Higher Education for Ethnic Roma
This article aims to test the statement that affirmative action fails to target the most marginalised members of a disadvantaged group, and instead it supports the group’s most affluent members whose socio-economic position may be comparable to that of the mainstream population. It examines this statement on the case of ethnic Roma in higher education, based on the socio-economic data on Roma students collected by Roma Education Fund. The findings reveal that although Roma students come from better-off environments than the mainstream Roma communities, at the same time they come from more disadvantaged socio-economic backgrounds compared to the mainstream students, and even to the mainstream population.
Updated: Mar. 29, 2016
This case study investigates the dynamics of enhancing the capacities of teacher candidates in the Bilingual/Bicultural Education Students Interacting to Obtain Success (BESITOS) recruitment and retention program to advocate for culturally and linguistically diverse (CLD) students. This study describes the efforts of one Midwestern university to increase the number of highly qualified teachers prepared to address the challenges that confront CLD students.
Updated: Jun. 18, 2009
Resistance and Discursive Practice: Promoting Advocacy in Teacher Undergraduate and Graduate Programmes
The authors investigate their interrelations, interactions, and possibilities for advocacy of/by and for diverse disabled students within the context of two teacher-preparation programs in the United States: Teachers College, and Michigan State University. The authors conclude with some key recommendations for teachers to transform their practice and advocate for these students.
Updated: May. 27, 2009
Forging a Pedagogy of Teacher Education: The challenges of moving from classroom teacher to teacher educator
This paper reports an investigation of the challenges a former classroom teacher encountered when compelled by experiences as a supervisor of student teachers to forge a distinct pedagogy of teacher education. A qualitative self-study methodology was used to identify and examine the competing tensions that surfaced as the author made the transition from classroom teacher to teacher educator.
Updated: Jan. 26, 2008