Exploring Some Design Principles for Tutoring in Preservice Teacher Preparation

Autor/inn/en	Hoffman, James V.; Mosley Wetzel, Melissa
Titel	Exploring Some Design Principles for Tutoring in Preservice Teacher Preparation
Quelle	In: Reading & Writing Quarterly, 33 (2017) 4, S.348-363 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2017.1302373
Schlagwörter	Instructional Design; Tutoring; Preservice Teacher Education; Literacy; Reflective Teaching; Video Technology; Technology Uses in Education; Culturally Relevant Education; Practicums; Early Childhood Education; Kindergarten; Qualitative Research + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Förderkonzept; Nachhilfeunterricht; Lehramtsstudiengang; Lehrerausbildung; Alphabetisierung; Schreib- und Lesefähigkeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Practicum; Praktikum; Praktika; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Qualitative Forschung
Abstract	In this article we summarize our research into literacy preservice teacher preparation. We situate our research on tutorials in the practice turn in teacher preparation. We describe the evolution of our work drawing on findings from seven different studies with the goal of identifying the design features of tutorial experiences that promote learning to teach. We describe each of these studies moving toward the identification of twelve design features that are considerate of: the structure of tutorial experiences; and the focus on intellectual and socio-cultural assets and identities of the tutee(s), and the mediating processes that support growth in learning to teach. We conclude with a discussion of future directions for research into tutoring in literacy preservice teacher preparation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01