The Teacher Apprenticeship Model: A Dialectical Analysis of a Crisis Response

Abstract

This critical essay examines the neoliberal roots of the American teacher apprenticeship program as modeled by the state of Tennessee. A dialectical analysis of model program documents and a review of the economic history of apprenticeships, show that the current iteration of teacher apprenticeships is directly related to the crisis neoliberal capitalism faces today with pervasive teaching shortages in the post-COVID era. The underlying neoliberal roots of the apprenticeship model provides a note of caution to education program providers and their faculty who are looking to engage in providing an apprenticeship model.