Preservice Teachers’ Perceptions of Advocacy Before and After a Day of Experiential Learning at a State Capitol

Teachers who advocate at district, state, and national levels are uncommon despite the critical importance of such work. This qualitative study explored how three teacher preparation programs developed a day of experiential learning at a state capitol to foster preservice teachers’ (PSTs’) use of advocacy and reshape their beliefs about advocacy at the state level. The findings reveal connections to autonomy, competence, and relatedness, which are the psychological needs of Self-Determination Theory (SDT). Findings show before engaging in the day at the state capitol, PSTs largely held negative views of advocacy. Following the state capitol experience, many participants reported a notable increase in their sense of competence and relatedness. Those who reported such increases often expressed more positive views of their autonomy. PSTs who lacked a sense of relatedness with state legislators, whether through observations or interactions, or who felt unprepared or lacking in competence concerning the legislative process, experienced challenges in achieving a sense of autonomy. These findings provide insights for teacher educators seeking to foster PSTs’ motivation to engage in state legislative advocacy and highlight the potential of experiential learning at state capitols with legislators.