Empowering Future Educators: Praxeological Learning and High School Tutors’ Attitudes Toward Teaching Careers

• In Event: AERA Research in Progress Roundtable Session Four
  In Invited Roundtable: Research-in-Progress RT061 (Saturday)

Abstract

This study examines the impact of READ USA, an afterschool literacy tutoring program, on high school students who serve as near-peer tutors for elementary readers performing below grade level in an urban southeastern U.S. district. Grounded in praxeological learning and experiential education, the study investigates how structured tutoring experiences influence adolescents’ perceptions of teaching as a career and their views of education’s role in society. Using an explanatory sequential mixed-methods design, the research integrates pre/post surveys with interviews, observations, and reflective activities to capture attitudinal shifts and identity development. Findings aim to illuminate pathways into the teaching profession, inform workforce development strategies, and contribute to addressing teacher shortages through community-based, justice-oriented learning.

Author

• Xavier L. Rozas, University of North Florida