Reading rocks: Creating a space for preservice teachers to become responsive teachers

Abstract

Set in a yearlong, school-based tutoring program, designed as a community of practice, we use qualitative methodology to examine how 14 preservice teachers learned to become responsive teachers. We focus on one question: In what ways does participating in a yearlong, supervised tutoring program mediate preservice teachers’ learning about responsive teaching? The preservice teachers described the ways they came to learn about their buddies and build caring relationships with them. They reported the importance of collaboration with their tutoring buddies, peers, families, and classroom teachers, and that through the yearlong tutoring experience, the preservice teachers gained confidence as teachers and a sense of efficacy as caring educators. This study is important because it uncovers how school-based tutoring programs, modeled as a community of practice, can provide opportunities for preservice teachers to grow professionally to become responsive educators.

Reference

Assaf, L. C., & Lopez, M. (2012). Reading rocks: Creating a space for preservice teachers to become responsive teachers. Journal of Early Childhood Teacher Education, 33(4), 365-381.

Journal

Journal of Early Childhood Teacher Education

Analysis

Is this article part of a larger project or series of studies?

Does this study draw on a large, preexisting data set?

Research Approach

Qualitiative
teacher research

Geographic Setting

Texas

Institutional Context

University based

Certification Level

Programatic Focus

suburban

Research Location Context

field-based methods course
University

Preservice Participants

Undergraduates (university based program)

Preservice Sample Size

Duration of Data Collection

2 academic semesters

Data Sources

home visit reports
lesson plans
Observations
Reflective journals
Tutoring Journals

Data Analysis Tools

Constant comparative analysis

Researcher Positionality

inside (staying their own students)
Inside (studying their own practices)

Research Questions

"In what ways does participating in a yearlong, supervised tutoring program mediate preservice teachers’ learning about responsive teaching?"
Is this research question explicit from the manuscript? Yes