Impact of Participation in One-on-One Tutoring on Preservice Teacher Educator Teaching Self-Efficacy

• In Event: Thursday Roundtable Session 12:40 pm
  In Roundtable Session: Career Coaching, Readiness, and Efficacy: Becoming a Teacher and Institutional Support (Table 6)

Abstract

This qualitative study, emerging from grant-supported collaboration with a local public school system, sought to explore the impact of participation in a paid tutoring program on the self-efficacy of pre-service teacher candidates in regard to both their confidence to teach and their teaching skills. Specifically, this study targeted secondary pre-service teacher education students who had not yet undergone either of the required sequence of practicum courses which include substantial time in content classrooms. As a result of this embedded tutoring experience, participants reported increased confidence in understanding and using High Leverage Practices (Marzano, 2000) and felt more prepared to enter the field for practicum and student teaching, something that their non-tutoring peers felt that they were not ready to do.

Authors

• Erik James Shaver, Ball State University

• Cathy J. Siebert, Ball State University