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100			_aHara, May _955632
245			_a“I Never Would Have Noticed It Before”: _bThe Possibilities of Critical Discussion Groups for Teacher Candidate Policy Engagement/
260			_bSage, _c2020
300			_aVol.52, issue 3, 2020: ( 343-364 p.)
520			_aTeacher candidates are central to the implementation of educational policy in schools, but receive little professional training around policy in their teacher education coursework or in their practicum experiences in the field. In examining this disconnect, this article explores the following questions: What do teacher candidates know about educational policy at the beginning of their student teaching practica? How do they envision their role with respect to policy? How does their participation in a critical discussion group around educational policy influence their perspectives? This article draws on qualitative data from a group of teacher education candidates enrolled in a student teaching practicum in Massachusetts. Analysis illustrates how teacher candidates make sense of educational policy via their university experiences and their field placements. Data suggest that critical discussion groups have potential to support increased capacity around teacher candidate policy engagement.
773	0		_010744 _916756 _dSage Publisher, _tEducation and urban society
856			_uhttps://doi.org/10.1177/0013124519846278
942			_2ddc _cEJR
999			_c13665 _d13665