Engagement in advocacy and policy research: The critical role of motivation, obstacles, and resources

Abstract

In the present political climate, politicians are singling out children's programs and services for budget cuts. The need for teacher education programs to prepare early childhood teachers as children's advocates is becoming ever more evident. For years, the National Association for the Education of Young Children has called for greater involvement of early childhood educators as advocates for programs and services that promote children's health and education. In teacher education programs, however, this call has largely gone unheeded. The purpose of this article is to discuss the importance of involving teacher candidates in advocacy activities and policy research, the obstacles that teacher educators can face when incorporating advocacy components into their teacher education courses and programs, and resources and strategies they can use. This discussion builds upon a motivation‐obstacles‐resources framework developed for adoption of innovative practices [Mintrom, M. (2001). Achieving quality early childhood education for all: Insights from the policy innovation diffusion research (ERIC Document Reproduction Service No. ED 451 959). Working Paper Series. New York, NY: Foundation for Child Development].

Keywords:

• Advocacy
• Policy research
• Community involvement
• Teacher education

Notes

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