The power of role models for the development of teacher advocates

Abstract

Educational policy is increasingly being shaped by government officials without the input of educational experts such as teachers. The existing literature acknowledges teachers serve as advocates for students in their classrooms but are less likely to advocate beyond their classrooms. This qualitative study, employing the Motivational Theory of Role Modeling, explored how teachers describe their advocacy role models who influenced them, the type of role models they wished they had, and how teacher preparation programs (TPP) could better support their development as teacher advocates. TPPs can meaningfully address educational advocacy through experiential learning with role models and shared group experiences.