The effectiveness of tutoring for improving pre-service teacher development

2.50
Hdl Handle:
http://hdl.handle.net/10547/621828
Title:
The effectiveness of tutoring for improving pre-service teacher development
Authors:
Wu, Hsiaoping
Abstract:
Pre-service teacher preparation in the United States is becoming progressively more challenging with respect to the demands on teachers. This study examined the impact of the tutoring approach on pre- service teachers’ skills to work with English language learners (ELLs) through a qualitative research design. Content analysis was used at the thematic level on student journals written to accompany the semester-long experience of tutoring. 50 pre-service teachers participated and data was collected from 500 written journal reflections for two semesters. Overall, the pre-service teachers gained an understanding of the challenges of working with ELLs and other positive impacts through tutoring. The findings suggest that pre-service teachers have perceived value of the use of the tutoring approach in the teacher preparation program, use of strategies during field-based experiences, instructional realizations, cultural sensitivity, and professionalism. This paper concluded by discussing the need for a teacher education program to assist pre-service teachers to assimilate pedagogies and apply through the tutoring approach.
Affiliation:
Texas A&M University
Citation:
Wu, H. (2016) 'The effectiveness of tutoring for improving pre-service teacher development'. Journal of pedagogic development 6 (3)
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
Nov-2016
URI:
http://hdl.handle.net/10547/621828
Additional Links:
https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/345
Type:
Article
Language:
en
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorWu, Hsiaopingen
dc.date.accessioned2016-11-10T14:24:06Z-
dc.date.available2016-11-10T14:24:06Z-
dc.date.issued2016-11-
dc.identifier.citationWu, H. (2016) 'The effectiveness of tutoring for improving pre-service teacher development'. Journal of pedagogic development 6 (3)en
dc.identifier.issn2047-3265-
dc.identifier.urihttp://hdl.handle.net/10547/621828-
dc.description.abstractPre-service teacher preparation in the United States is becoming progressively more challenging with respect to the demands on teachers. This study examined the impact of the tutoring approach on pre- service teachers’ skills to work with English language learners (ELLs) through a qualitative research design. Content analysis was used at the thematic level on student journals written to accompany the semester-long experience of tutoring. 50 pre-service teachers participated and data was collected from 500 written journal reflections for two semesters. Overall, the pre-service teachers gained an understanding of the challenges of working with ELLs and other positive impacts through tutoring. The findings suggest that pre-service teachers have perceived value of the use of the tutoring approach in the teacher preparation program, use of strategies during field-based experiences, instructional realizations, cultural sensitivity, and professionalism. This paper concluded by discussing the need for a teacher education program to assist pre-service teachers to assimilate pedagogies and apply through the tutoring approach.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.urlhttps://journals.beds.ac.uk/ojs/index.php/jpd/article/view/345en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjecttutoringen
dc.subjectteacher educationen
dc.subjectreadingen
dc.subjectpre-service teacheren
dc.subjectmodificationen
dc.titleThe effectiveness of tutoring for improving pre-service teacher developmenten
dc.typeArticleen
dc.contributor.departmentTexas A&M Universityen
dc.identifier.journalJournal of pedagogic developmenten
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