High-Quality Teachers Require High-Quality Teacher Educators: Moving From Mentorship to Apprenticeship When Teaching for Equity

• In Event: Innovations in Preservice Teacher Education: Evaluation and Assessment

Abstract

This paper shares the result of a self-study conducted by a faculty member and graduate student who engaged in a mentor relationship while teaching a semester long teacher preparation course focused on issues of equity and diversity. A cognitive apprenticeship model was used to analyze the mentoring experiences that took place during this course. The results of this study indicate that using the cognitive apprenticeship model in the preparation of teacher educators has a positive effect on their practice, which in turn leads to high quality preparation for pre-service teachers entering diverse K-12 classrooms.

Authors

• Maria E. Hyler, University of Maryland - College Park

• Laura S. Yee, University of Maryland