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ERIC Number: EJ1402352
Record Type: Journal
Publication Date: 2023
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2147-0456
EISSN: EISSN-2147-5407
Teaching Dispositions in Tutoring: Evidence in a College Math Lab
DeFeo, Dayna Jean; Mammo, Behailu
Journal of Teacher Education and Educators, v12 n2 p193-214 2023
Though teacher education programs must document candidates' teaching dispositions, there is a gap in the literature around what faculty may learn by observing students in contexts outside of the k-12 classroom. This case study explores what faculty may learn about teaching dispositions by observing tutors. For our study, three mathematics education faculty observed tutoring sessions in the on-campus math lab, and were interviewed about the teaching dispositions that they were able to identify in that context. Through an interpretive framework of reciprocal determinism, our data reveal that tutoring's one-on-one or small group setup, unscripted nature, and authenticity of interactions with students let faculty see different skills -- which reveal different dispositions -- than they would observe in teaching demonstrations or other early field experiences. The discussion considers how on-campus partnerships between teacher education programs and tutoring programs may offer not only opportunities for pre-service teachers to develop skills, but for faculty to "see them in action" and gain insight to their dispositions.
Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF), Division of Undergraduate Education (DUE)
Authoring Institution: N/A
Grant or Contract Numbers: 1557388