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Advocacy in Early Childhood Teacher Preparation

Advocacy in Early Childhood Teacher Preparation

Cynthia F. DiCarlo, Carrie L. Ota
Copyright: © 2018 |Pages: 26
ISBN13: 9781522529064|ISBN10: 1522529063|EISBN13: 9781522529071
DOI: 10.4018/978-1-5225-2906-4.ch005
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MLA

DiCarlo, Cynthia F., and Carrie L. Ota. "Advocacy in Early Childhood Teacher Preparation." Advocacy in Academia and the Role of Teacher Preparation Programs, edited by Ursula Thomas, IGI Global, 2018, pp. 88-113. https://doi.org/10.4018/978-1-5225-2906-4.ch005

APA

DiCarlo, C. F. & Ota, C. L. (2018). Advocacy in Early Childhood Teacher Preparation. In U. Thomas (Ed.), Advocacy in Academia and the Role of Teacher Preparation Programs (pp. 88-113). IGI Global. https://doi.org/10.4018/978-1-5225-2906-4.ch005

Chicago

DiCarlo, Cynthia F., and Carrie L. Ota. "Advocacy in Early Childhood Teacher Preparation." In Advocacy in Academia and the Role of Teacher Preparation Programs, edited by Ursula Thomas, 88-113. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-2906-4.ch005

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Abstract

Research suggests that teachers' definitions of advocacy are highly influenced by their academic preservice education, even more than their other experiences (Mevawalla & Hadley, 2012), leading to this being a critical focus for undergraduate pre-service teacher preparation (Snyder, 2012). Advocacy can be viewed by preservice teachers as a worthy, albeit intimidating, goal. This chapter describes a structured advocacy project in an undergraduate teacher preparation program. The project was broken down into component parts across the students' final semester and served as the capstone seminar for the teacher preparation program.

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