Early childhood preservice teachers’ perceptions of advocacy and advocacy training

Academic Article


  • Focusing on the critical role of early childhood educators as advocates for vulnerable children and families, this study investigated perceptions of early childhood preservice teachers(ECPTs) on advocacy and advocacy training. A survey collected from 363 ECPTs was used to examine their interests in political and social issues, their perceptions of advocacy-related training experiences, and the adequacy and necessity of the advocacy training. The Social Issues Advocacy Scale(SIAS) developed by Nilsson et al.(2011) was translated into Korean to measure the level of social justice advocacy of the ECPTs. The results are as follows: First, most respondents were more interested in political and social issues related to early childhood education than in general issues. In terms of self-efficacy for advocacy, the ECPTs reported higher scores in their advocacy for teachers than for children and their family. 74.1% of respondents reported that they were exposed to advocacy in their teacher training courses. Second, the ECPTs with advocacy-related training reported higher scores in relation to self-efficacy for advocacy, on the adequacy of the advocacy training they received, and on the necessity of advocacy training than those of the ECPTs who had no experience in advocacy training. Third, the level of social justice advocacy of the ECPTs was positively related to their perceptions of advocacy training. The results indicate the importance of advocacy training in teacher preparation programs and the need to revisit teacher preparation curriculum to build advocacy competence of ECPTs.
  • Authors

  • Cho, Eun Kyeong
  • Kim, Miai
  • Status

    Publication Date

  • April 1, 2020
  • Keywords

  • advocacy
  • advocacy training
  • early childhood preservice teachers
  • teachers as advocates
  • Digital Object Identifier (doi)

    Start Page

  • 66
  • End Page

  • 92
  • Volume

  • 22
  • Issue

  • 1