The Impact of AVID Tutoring on Developing a Teacher Identity

Autor/inn/en	Bowen, Bradley; Duffield, Stacy
Titel	The Impact of AVID Tutoring on Developing a Teacher Identity
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 28 (2020) 3, S.365-385 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2020.1778838
Schlagwörter	Professional Identity; Tutoring; Preservice Teachers; Tutors; Program Effectiveness; Knowledge Base for Teaching; Professional Development + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Förderlehrer; Lehrender; Tutor; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	There is extensive research demonstrating the benefit tutoring has on the tutee. However, minimal research exists about the impact tutoring has on the tutor, and particularly, how being a tutor influences pre-service teacher development during teacher preparation. Using qualitative measures, we documented the influence participating in the tutoring program, Advancement Via Individual Determination (AVID), has on a pre-service teacher's development of their teacher identity, predominantly in the areas of pedagogical knowledge and practice. We revealed how the AVID tutoring program influenced the tutors' development of their teacher identity, implications of the findings, and areas for future research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01