The effectiveness of tutoring for improving pre-service teacher development

Hsiaoping Wu

Texas A&M University

Research Output: Contribution to journal Article Peer-review

Open access

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.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Journal (Volume, Issue Number)

Journal of pedagogic development

Publication milestones

Published - 11/2016

Publication status

Published - 11/2016

ISSN

2047-3265

External Publication IDs

handle.net: 10547/621828

Access to documents

345-885-1-SM.pdf

Final published version, 231.08 KB

License:CC BY-NC-ND

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