NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1176460
Record Type: Journal
Publication Date: 2018
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0162-6620
Multiple Literacy Tutoring Experiences across a Teacher Preparation Program: How Can Practice in Hybrid Spaces Challenge the "Practice Makes Practice" Dilemma?
Hoffman, James V.; Mosley Wetzel, Melissa; DeJulio, Samuel
Action in Teacher Education, v40 n1 p58-76 2018
The current qualitative study addresses the growing concern in preservice teacher (PT) education that simply increasing the amount of field experiences in teacher preparation programs may just reinforce the status quo in teaching. The focus in this report is on how a series of literacy tutorials, designed as hybrid spaces for learning, provide opportunities for PTs to experience practices that are not highly present or visible in elementary classrooms as a result of pressures to standardize the literacy curriculum. Although literacy tutorials are fairly common in teacher preparation programs, multiple literacy tutorials coordinated across a preparation program are rare. In this research project the authors focused on the learning of PTs across multiple tutorial experiences and the ways in which these tutorial experiences, as hybrid spaces, created opportunities for PTs to experience powerful teaching in ways that may not be present in traditional classrooms and in traditional practicum experiences. The findings from the current study document the ways in which the multiple tutoring experiences in multiple tutoring experiences supported the PTs in their growing understanding, engagement, and reflection around practices that challenge the standardized literacy curriculum shaping schools today.
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:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A