The impact of a tutoring program on teachers' development as literacy teachers
By: by Mary Lynn Tessaro.
Published: 2004
Language: eng
Number of pages: 209
Subjects: Literacy -- Study and teaching (Elementary); Elementary school teachers -- Training of.; Tutors and tutoring.
Description: This is a qualitative inquiry concerning the impact of a tutoring program on student teachers' development as elementary school literacy teachers. Student teachers enrolled in a preservice education program tutored individual struggling literacy learners on a weekly basis as an extended fieldwork opportunity that differs from more traditional forms of practice teaching. A comprehensive review of the literature related to fieldwork sets the context for this particular type of experience. Prior to tutoring, the student teachers learned about current literacy theory on campus. Each student teacher then assessed, planned and taught an individual learner in an elementary school. Key research questions included: What did student teachers learn about becoming an effective literacy teacher through the tutoring experience? What were the student teachers' initial perceptions about literacy? In what ways were the knowledge and skills that were realized in the tutoring program different from those gained in the practicum setting? What were the benefits and challenges for the school/university partnership arising from involvement in the tutoring program? Using data such as in-depth interviews with six of the student teachers that participated in tutoring as well as artifacts such as assignments and reflection papers, it seems tutoring provides a valuable learning experience in helping student teachers forge theory/practice connections and move towards effective literacy teaching. Student teachers demonstrated learning in key areas such as assessment, reading and writing processes, meeting individual pupil needs, material selection, and literacy resources acquisition. They were able to implement a wide range of literacy strategies and evaluate the effectiveness of various strategies. A limitation of the study was the lack of opportunity for the tutors to engage in discussion with one another regarding issues such as planning instruction and meeting pupil needs.
Notes: Adviser: Clare Kosnik.

Thesis (Ph.D.)--University of Toronto, 2004.

Includes bibliographical references.

Electronic version licensed for access by U. of T. users.

Source: Dissertation Abstracts International, Volume: 65-10, Section: A, page: 3766.