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ERIC Number: EJ1103067
Record Type: Journal
Publication Date: 2016
Pages: 26
Abstractor: As Provided
ISSN: ISSN-1938-8071
Approximating Literacy Practices in Tutorials: What Is Learned and What Matters for Teacher Preparation
Hoffman, James V.; Wetzel, Melissa Mosley; Peterson, Katie
Literacy Research and Instruction, v55 n3 p183-208 2016
In this study, we examined the learning of preservice teachers associated with the features of a literacy tutorial experience. Our qualitative study focused on the close inspection of the experiences of 7 focus cases out of the 19 preservice teachers enrolled in our program across a one-semester tutorial experience. Through our research we identified three preservice teacher learning themes and seven features of the tutorial experience that afforded opportunities for preservice teachers to build these understandings. Overall, our findings support the importance of this tutorial experience to the development of teachers who can adapt their practices to students and contexts. Our findings also resonate with what others have suggested as the importance of authentic contexts to try out practices of literacy teaching within preservice teacher preparation programs.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education; Grade 2; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A