Tutoring to Build Teacher Candidates' Competence as Reading Teachers

Autor/inn/en	Nickel, Jodi; Chadwick, Joy
Titel	Tutoring to Build Teacher Candidates' Competence as Reading Teachers
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 30 (2022) 3, S.312-332 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2022.2070990
Schlagwörter	Tutoring; Reading Teachers; Teacher Competencies; Preservice Teachers; Language Arts; Service Learning; Elementary School Students; Program Effectiveness; Teaching Skills; Values; Knowledge Base for Teaching; Literacy Education; Methods Courses; Foreign Countries; Reading Instruction; Reading Skills; Reading Motivation; Canada + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Lehrkunst; Sprachkultur; Service-Learning; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Wertbegriff; Teaching theory; Theory of teaching; Unterrichtstheorie; Methodisch-didaktische Anleitung; Ausland; Leseunterricht; Reading skill; Lesefertigkeit; Lesemotivation; Kanada
Abstract	As part of a literacy development course and a subsequent language arts methods course, teacher candidates (TCs) participated in a twenty-week community service learning partnership tutoring elementary students in reading. Through TCs' case study course assignments, survey data, and a focus group interview, the researchers analyzed TCs' growth including understanding of reading concepts, responsive teaching, and teaching values. The study provides specific evidence for the value of the tutoring experiences for the preparation of reading teachers including building their knowledge, responsiveness, reflective capacity, and awareness of issues in literacy instruction. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01