Prospective teachers’ perceptions of development during fieldwork: Tutoring as a vehicle for professional growth

McLoughlin, Andrea Sabatini; Maslak, MaryAnn

doi:10.1080/08878730309555323

Cited by 17 publications

(8 citation statements)

References 22 publications

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“…This includes building confidence (Ure, 2009), learning skills in situations without the stress of being assessed (Gardner, 2011) and, significantly for first year students, beginning to understand the complex work of teaching in an authentic setting (McIntyre et al, 1996). The findings discussed in this report also align with the Australian Professional Standards for Teachers (Australian Institute for Teaching and School Leadership, 2014), which outline what graduate teachers should know and be able to do.…”

Section: Discussionsupporting

confidence: 52%

“…When pre-service teachers are given opportunities for observing and applying understandings about teaching and learning in real educational contexts, significant professional development can result (McIntyre, Byrd & Foxx, 1996). Regular feedback from Coaches has shown that working in schools as a paid employee of the university has resulted in a number of benefits as pre-service teacher students are able to gain skills and knowledge in their chosen profession in an environment that is distinct from the university classroom or formal practicum placement.…”

Section: Benefits Of Tutoring Programsmentioning

confidence: 99%

See 1 more Smart Citation

The Curtin Coaches: Benefits of an outreach tutoring program for first year pre-service teachers. A Practice Report

Karnovsky¹,

Flodin²,

Beltman³

2015

Int J FYHE

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The Curtin Coaches program represents a dynamic outreach opportunity for pre-service teachers enrolled in their first year of study at Curtin University to engage with school-aged students as classroom tutors. Research has shown that cross-age tutoring experiences in schools can benefit both the students receiving support and those who tutor, particularly in settings where individuals are engaging in community support work. According to program feedback, participants were able to develop a range of profession-related skills such as relationship building and gain new knowledge such as understanding how students learn. These competencies are salient as they align with the newly implemented standards for graduate teachers. Understanding the benefits such outreach programs bring pre-service teachers is vital as the future of HEPPP funded programs such as the Curtin Coaches is uncertain but the importance of Work Integrated Learning is increasing.

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Section: Discussionsupporting

confidence: 52%

Section: Benefits Of Tutoring Programsmentioning

confidence: 99%

The Curtin Coaches: Benefits of an outreach tutoring program for first year pre-service teachers. A Practice Report

Karnovsky¹,

Flodin²,

Beltman³

2015

Int J FYHE

View full text Add to dashboard Cite

show abstract

“…The field experiences allow the content of knowledge learned in academic courses work take on a real meaning (Whitney, Golez, Nagel, & Nieto, 2002). Additionally, these experiences allow the training teacher to develop better understandings of the teaching-learning process (McLoughlin & Maslak, 2003;O'Brian, Stoner, Appel, & House, 2007), and improve the learning of skills essential to individualized instruction (Sears, Cavallaro, & Hall, 2004).…”

Section: Importance Of Practicum Trainingmentioning

confidence: 99%

Problems Faced by Preservice Special Education Teachers in Jordan

Al-Hiary¹,

Almakanin²,

Tabbal³

2015

IES

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One of the most important factors in the success of educating children with special needs is the quality of the special education teacher. While teachers are responsible for a plethora of duties, it is important that teacher preparation programs provide adequate training to ensure teachers are well prepared for the teaching profession. However, previous research has found that teachers are not being adequately trained and consequently, they are experiencing problems within the classroom. Therefore, the current study aimed to investigate whether the gender of the preservice teacher, type of disability being taught, type of training institution, the university that the preservice teacher attends, and the number of hours credited for practicum training effects on the presence of five problem domains: training institution, problems related to university program, trainers/instructors, practicum plan and its requirements, and preservice teachers; and whether there was overall differences on the presence of the problems in general.A survey was developed and distributed to preservice teachers completing their practicum in four public universities in Jordan. A total of 148 responded to the survey. Different statistical procedures were used to investigate the study's questions. Findings suggest the existence of differences between groups on types of disability being taught, types of training institution, university student currently attending, and number of hours credited for practicum training. Results were discussed and recommendations were made.

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“…Six studies documented that as preservice teachers engaged in one-to-one or small-group teaching, their confidence in teaching reading and writing improved (Conley et al, 2005; Dawkins et al,2009a, 2009b; Hoffman, Wetzel, & Peterson, 2016; Moore-Hart, 2002; Rohr & He, 2010). In addition, studies reported that preservice teachers became more metacognitive and reflective about their teaching both in the moment and after the teaching event (Al Otaiba, 2005; Assaf & López, 2015; Hadjioannou & Hutchinson, 2010; McLoughlin & Maslak, 2003; Nierstheimer, Hopkins, Dillon, & Schmitt, 2000; Timmons & Morgan, 2006). Warren-Kring and Rutledge (2011) reported an increase in content area teachers’ attitudes toward implementing literacy strategy instruction after engaging in a semester-long tutoring experience.…”

Section: Resultsmentioning

confidence: 99%

A Research Review of Literacy Tutoring and Mentoring in Initial Teacher Preparation: Toward Practices That Can Transform Teaching

Hoffman

Svrcek

Lammert

et al. 2019

Journal of Literacy Research

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Our goal through this literature review is to report and synthesize the findings from research into literacy tutoring and literacy mentoring in initial teacher preparation. We identified a total of 62 published articles that met our selection criteria. We identified four conceptual areas of focus to organize and represent our findings: (a) the structural and design features of the one-to-one or small-group experiences, (b) preservice teacher learning and growth within the tutorial/mentoring experience, (c) preservice teacher learning and growth beyond the tutorial/mentoring experience, and (d) mediating factors associated with preservice teacher growth. We discuss the challenges and promises for this line of research for transforming teacher preparation through the attention to third and hybrid spaces for mentoring experiences.

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Prospective teachers’ perceptions of development during fieldwork: Tutoring as a vehicle for professional growth

Cited by 17 publications

References 22 publications

The Curtin Coaches: Benefits of an outreach tutoring program for first year pre-service teachers. A Practice Report

The Curtin Coaches: Benefits of an outreach tutoring program for first year pre-service teachers. A Practice Report

Problems Faced by Preservice Special Education Teachers in Jordan

A Research Review of Literacy Tutoring and Mentoring in Initial Teacher Preparation: Toward Practices That Can Transform Teaching

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