Dissertations and Theses @ UNI

Availability

Open Access Dissertation

Abstract

The purpose of this qualitative study is to better understand opportunities and barriers in Iowa’s Teacher and Paraeducator Registered Apprenticeship Program (TPRA), framed through the lens of social capital and wellbeing. By examining the lived experiences of apprentices and journeyman/mentor teachers, this study aims to provide deeper insights into the dynamics of teaching apprenticeships, highlighting the challenges and successes faced by teachers in this alternative route to teacher certification. Through in-depth interviews with both apprentices and journeyman/mentor teachers, this research explores how participants build social capital through mentoring relationships, as well as how these connections impact career wellbeing for both apprentices and journeyman/mentor teachers. The findings are intended to provide insights into the role of social capital in fostering supportive and effective apprenticeship environments, offering recommendations for enhancing the structure and support systems within Iowa’s TPRA program. Ultimately, this study seeks to contribute to the broader discourse on addressing the teacher shortage, with a focus on creating more sustainable pathways to teacher certification in Iowa.

Year of Submission

2025

Degree Name

Doctor of Education

Department

Department of Educational Leadership and Postsecondary Education

First Advisor

Matt Townsley

Date Original

2025

Object Description

1 PDF file (150 pages)

Language

en

File Format

application/pdf

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