Abstract
In this study, we examined the reflections of 71 preservice
teachers as they tutored literacy in a predominantly Hispanic
American, low-income school. The carefully structured,
intensively supervised practicum for each preservice
teacher combined situated learning with guided
critical reflection in the context of a relationship with
one elementary student. Working within the framework
of caring and its influence on socially mediated learning,
we also explored the nature of personal relationships.
Judging from their reflections, the experience of
working one-on-one with a student positively influenced
preservice teachers' content and procedural knowledge
and self-confidence as teachers. Although not all relationships
were easy to establish, the tutors' strong emotional
ties with students resulted in their increased personal
satisfaction, learning about teaching, and feelings
of responsibility for their child's learning. Further, as tutors
got to know their students, many rejected deficit
notions and labels like "slow learner" "limited-English
proficient" and "at risk" and came to regard their students
as unique, valuable individuals.