The effectiveness of tutoring for improving pre-service teacher development
Authors
Wu, HsiaopingAffiliation
Texas A&M UniversityIssue Date
2016-11
Metadata
Show full item recordAbstract
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.Citation
Wu, H. (2016) 'The effectiveness of tutoring for improving pre-service teacher development'. Journal of pedagogic development 6 (3)Publisher
University of BedfordshireJournal
Journal of pedagogic developmentAdditional Links
https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/345Type
ArticleLanguage
enISSN
2047-3265Collections
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- Creative Commons
Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by-nc-nd/4.0/