Who's Teaching, Who's Learning? Analyzing the Professional Growth of Graduate Student Tutors

Autor/inn/en	Atkinson, Terry S.; Colby, Susan A.
Titel	Who's Teaching, Who's Learning? Analyzing the Professional Growth of Graduate Student Tutors
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 14 (2006) 2, S.227-245 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
Schlagwörter	Graduate Students; High Stakes Tests; Reading Centers; Tutors; Literacy Education; Professional Development; Tutoring; Qualitative Research; Scaffolding (Teaching Technique); Reading Programs; Essays; Computer Mediated Communication; Teaching Methods; Accountability + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lesehalle; Förderlehrer; Lehrender; Tutor; Förderkonzept; Nachhilfeunterricht; Qualitative Forschung; Essay; Aufsatzunterricht; Computerkonferenz; Teaching method; Lehrmethode; Unterrichtsmethode; Verantwortung
Abstract	This qualitative study examined the professional growth of literacy teachers as they scaffolded students' one-to-one literacy learning within a university reading clinic tutoring experience. These teachers--graduate students within a reading education program--documented both their own learning and that of their students through various venues. These included the data sources considered for this study: teaching videotapes, email correspondence with the university instructor, online discussions with colleagues, and final reflective essays. Findings suggested that substantive learning by these literacy teachers influenced not only their tutees but also their own professional growth, impacting their classroom practice and the wider educational community. Implications of such teacher learning within educational settings employing high-stakes testing and accountability were considered. (Contains 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10