Enhancing preservice teachers’ skillsets and professionalism through literacy tutoring experiences
Abstract
This qualitative study explores preservice teachers' experiences in a service-learning literacy tutoring program offered at a university with children in grades one through eight. This study examines briefly the history of literacy centers and service-learning, the specific instructional tutoring methods employed by preservice teachers connected to decoding, comprehension, and vocabulary, and the professional growth of preservice teachers pertaining to communication and teaching with intentionality, as identified in their written reflections. Advantages and disadvantages of tutoring, as perceived by the participants, will be addressed, too. Providing multiple early field opportunities for preservice teachers is essential and doing so within a service-learning literacy tutoring program can be a successful experience for all involved.
Reference
Paquette, K. R., & Laverick, D. M. (2017). Enhancing preservice teachers' skillsets and professionalism through literacy tutoring experiences. Reading Improvement, 54(2), 56-66.
Journal
Reading Improvement
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- field-based methods course
- Reading methods
Preservice Participants
- undergraduate preservice teachers
Preservice Sample Size
18
Duration of Data Collection
Data Sources
- Observations
- reflections
- Researcher journals
Data Analysis Tools
Researcher Positionality
- Inside (studying their own practices)
Research Questions
What instructional methods did preservice
teachers use to provide literacy tutoring?
Is this research question explicit from the manuscript? Yes
What are the perceived advantages and
disadvantages of providing tutoring
during a reading methods course?
Is this research question explicit from the manuscript? Yes
How do preservice teachers describe their professional growth from this service-learning
tutoring project?
Is this research question explicit from the manuscript? Yes