Jessica Fundalinski, Julie M. Harnett, Benjamin H. Dotger
Abstract
This study explores how teacher candidates (TCs) practice advocacy in the context of a clinical simulation, a one-to-one, live interaction between a learner (i.e., a TC) and a standardized individual (SI). We explore how TCs respond to an SI who suggests pulling students with disabilities out of an inclusive classroom, and how they narrate their approaches through post-simulation decomposition processes. Deductive thematic analysis of simulation transcripts and written reflections yielded three themes, demonstrating that TCs: stood their ground on inclusive practices, ceded ground to exclusive practices, or tried to find common ground with the paraprofessional. Findings from this study highlight sought-after collegial common ground and the critical decomposition of practice portions of the learning cycle, implicating the need for novice teachers to practice within multiple, high-structure engagement and decomposition opportunities.
Recommended Citation
Fundalinski, J., Harnett, J. M., & Dotger, B. H. (2026). Resisting exclusion: Exploring advocacy as a core practice through simulation. Midwest Journal of Education, 3(1). https://doi.org/10.69670/mje.3.1.2
DOI
Corresponding Author
Jessica Fundalinski, PhD Candidate, School of Education, Syracuse University, 430 Huntington Hall, 800 University Ave, Syracuse NY 13210
Email: [email protected]
ORCid: 0009-0003-9107-5736