When How We Teach is What We Teach: Teacher Educators as Instructional Models for Novice Teachers
William Waychunas
Teacher education programs have struggled to overcome the apprenticeship of observation, or the tendency for preservice teachers (PSTs) to replicate the traditional or problematic forms of teaching from their K–12 experience. However, the field tends to assume that PSTs draw only on instructional models from K–12, overlooking higher-education instructors such as professors, other faculty, and teacher educators as sources of pedagogical inspiration and guidance. This study uses data from a longit