When Tutors Self Tutor: What Preservice Teachers Learn about Themselves, Technology, and Teaching during a Time of Remote Learning

Authors

Sharon A. Edwards, University of Massachusetts AmherstFollow
Robert W. Maloy, University of Massachusetts AmherstFollow
Casey Moriarty, University of Massachusetts Amherst
Alex Fossa, University of Massachusetts Amherst
Grace Barton, University of Massachusetts Amherst
Madeline Nees, University of Massachusetts Amherst
Madeline Hill, University of Massachusetts Amherst
Kolby Silva, University of Massachusetts Amherst
Casey Paolini, University of Massachusetts Amherst
Cameron Smith, University of Massachusetts Amherst

Publication Date

2020

Comments

MACTE/COMTEC/MAECTE Fall 2020 Virtual Conference

Abstract

Tutoring has been called “the act of saying to somebody else, ‘Let me help you learn’ ” (Chin, Rabow, & Estrada, 2011, p. 2). Teacher preparation programs regularly encourage college students becoming elementary or secondary school teachers to tutor younger learners as an early school-based field experience. Tutors, acting as teachers, must learn how to provide ideas and information to aid and encourage students to accomplish learning goals. Tutors must also assess the effectiveness of their decisions about when and how to implement different instructional strategies to respond to students’ needs.