Reading Rocks: Creating a Space for Preservice Teachers to Become Responsive Teachers

Autor/inn/en	Assaf, Lori Czop; Lopez, Minda
Titel	Reading Rocks: Creating a Space for Preservice Teachers to Become Responsive Teachers
Quelle	In: Journal of Early Childhood Teacher Education, 33 (2012) 4, S.365-381 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2012.732667
Schlagwörter	Tutoring; Caring; Communities of Practice; Preservice Teachers; Preservice Teacher Education; Inquiry; Learning Processes; Self Efficacy; Tutorial Programs; Educational Opportunities; Social Cognition; Internship Programs; Student Teaching; Observation; Lesson Plans; Reflection; Home Visits; Reports; Reading Instruction; Literacy; Teacher Response; Interpersonal Competence; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Care; Pflege; Sorge; Betreuung; Community; Lehramtsstudiengang; Lehrerausbildung; Learning process; Lernprozess; Self-efficacy; Selbstwirksamkeit; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Bildungsangebot; Bildungschance; Soziale Kognition; Berufspraktische Ausbildung; Teaching practice; Unterrichtspraxis; Beobachtung; Lesson planning; Unterrichtsplanung; Hausbesuch; Abschlussbericht; Berichten; Leseunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Lehrerkommentar; Interpersonale Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
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. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10