ABSTRACT
For Aristotle, teachers are artists distinguishable from others “as being wiser not in virtue of being able to act, but of having the theory for themselves and knowing the causes” (I.1). Teachers, in other words, are those who know their knowing. Given this theoretical perspective, we ask: How do teachers come to know? Who teaches the teachers? Where and when do teachers learn? In this chapter, we explore these questions historically as they relate to rhetoric and writing teachers, sketching from antiquity through today some of the teacher mentors as well as programs and organizations designed to prepare such teachers.
