Exploring the experiences of paid mathematics apprentice teachers

A qualitative investigation

Authors

  • Glenn Waddell, Jr University of Nevada, Reno, USA
  • Robert J. Quinn University of Nevada, Reno, USA
  • Bibek Acharya Dominican University, USA

DOI:

https://doi.org/10.32674/pfezpx91

Keywords:

Internships, Preservice Teachers, Teacher Retention, Paid Internships

Abstract

This qualitative study on the experience of paid Apprentice Teachers (ATs) from a UTeach replication program suggests that creating a strong social sense of belonging for Apprentice Teachers is critically important, as is identifying a high-quality mentor teacher in the content area. Additionally, university programs should revise their curricula to address specific topics that are critical to success during Apprentice Teaching, particularly before the culminating semester. Ultimately, the implementation of these recommendations could lead to better teacher retention rates in this population.

Author Biographies

  • Glenn Waddell, Jr, University of Nevada, Reno, USA

    Glenn Waddell, Jr., PhD, is a Teaching Associate Professor in the College of Education and Human Development at the University of Nevada, Reno.  His major research interests include the development of preservice teachers, belonging and identity in teaching and mathematics learning, and social networking by preservice and inservice teachers.  Email: gwaddell@unr.edu

  • Robert J. Quinn, University of Nevada, Reno, USA

    Robert J. Quinn, EdD, is a Professor of Mathematics Education in the College of Education and Human Development at the University of Nevada, Reno, where he conducts research and works with pre-service and in-service teachers. His research is primarily focused on pedagogical strategies for teaching mathematics at the secondary level. Email: quinn@unr.edu

  • Bibek Acharya, Dominican University, USA

    Bibek Acharya, PhD, is an Assistant Professor of Mathematics at Dominican University in River Forest, Illinois. His major research interests currently are on students’ and teaching assistants’ perceptions in Calculus II recitation sessions, mathematics education, and student engagement in STEM. Email: bacharya@dom.edu

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Published

2025-08-20

Issue

Vol. 15 (2025): American Journal of STEM Education

Section

STEM Education (regular)

How to Cite

Waddell, Jr, G. ., Quinn, R. J. ., & Acharya, B. . (2025). Exploring the experiences of paid mathematics apprentice teachers: A qualitative investigation. American Journal of STEM Education, 15, 101-114. https://doi.org/10.32674/pfezpx91