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Abstract
The objective of this project was to develop and pilot a small-scale professional development program that incorporated substantial group and one-on-one mentoring aimed at preparing rurally based preschool teacher assistants to earn the Child Development Associate (CDA) credential. Using a framework that emphasized the relational, developmental, and contextual elements of mentoring, this qualitative case study examined both the participants’ and mentors’ perceptions of the program. Results of this study revealed overlapping themes across teacher assistants and their mentors, including readiness for the CDA credentialing process, mentoring support/relationship-building, and mutual respect.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Pamela W. Garner
Pamela W. Garner, Childhood Studies, George Mason University; Marsha Carter McLean, Montgomery College; Badiyyah Waajid, Department of Family and Consumer Sciences, Virginia State University; Evelyn R. Pittman, Building Blocks Learning Center.
Marsha Carter McLean
Pamela W. Garner, Childhood Studies, George Mason University; Marsha Carter McLean, Montgomery College; Badiyyah Waajid, Department of Family and Consumer Sciences, Virginia State University; Evelyn R. Pittman, Building Blocks Learning Center.
Badiyyah Waajid
Pamela W. Garner, Childhood Studies, George Mason University; Marsha Carter McLean, Montgomery College; Badiyyah Waajid, Department of Family and Consumer Sciences, Virginia State University; Evelyn R. Pittman, Building Blocks Learning Center.
Evelyn R. Pittman
Pamela W. Garner, Childhood Studies, George Mason University; Marsha Carter McLean, Montgomery College; Badiyyah Waajid, Department of Family and Consumer Sciences, Virginia State University; Evelyn R. Pittman, Building Blocks Learning Center.