Dayna DEFEO, Behailu MAMMO

515119

Teaching Dispositions in Tutoring: Evidence in a College Math Lab

Teaching Dispositions in Tutoring: Evidence in a College Math Lab

Though teacher education programs must document candidates’ teaching dispositions, there is a gap around what faculty may learn by observing students in contexts outside of the k12 classroom. In this case study, three mathematics education faculty observed tutoring sessions in the 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, 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 teacher candidates to develop skills, but for faculty to “see them in action” and gain insight to their dispositions.
Keywords:

tutoring, teaching dispositions faculty observations, assessment,

PDF

___

  • Albers, P., & Harste, J. C. (2007). The arts, new literacies, and multimodality. English Education, 40(1), 6-20.
  • Allsopp, D. H., DeMarie, D., Alvarez-McHatton, P., & Doone, E. (2006). Bridging the gap between theory and practice: Connecting courses with field experiences. Teacher Education Quarterly, 33(1), 19-35.
  • Altan, S., Lane, J. F., & Dottin, E. (2019). Using habits of mind, intelligent behaviors, and educational theories to create a conceptual framework for developing effective teaching dispositions. Journal of Teacher Education, 70(2), 169-183.
  • Bandura, A. (1971). Social learning theory. Prentice Hall.
  • Beasley, C. (1997). Students as teachers: The benefits of peer tutoring. Learning Through Teaching, 21-30.
  • Bair, M. A. (2017). Identifying dispositions that matter: Reaching for consensus using a Delphi study. The Teacher Educator, 52(3), 222-234.
  • Bokser, J. A. (2005). Pedagogies of belonging: Listening to students and peers. The Writing Center Journal, 25(1), 43-60.
  • Borko, H., Liston, D., & Whitcomb, J. A. (2007). Apples and fishes: The debate over dispositions in teacher education. Journal of Teacher Education 58(5), 359-364.
  • Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21–32.
  • Capraro, R. M., Capraro, M. M., Parker, D., Kulm, G., & Raulerson, T. (2005). The mathematics content knowledge role in developing preservice teachers’ pedagogical content knowledge. Journal for Research in Childhood Education, 20, 108-124.
  • Caprano, R. M., Capraro, M. M., Capraro, R. M., & Helfeldt, J. (2010). Do differing types of field experiences make a difference in teacher candidates' perceived level of competence? Teacher Education Quarterly, 37(1), 131-154.
  • Carl, N. M., & Ravitch, S. M. (2018). Member check. In B. Frey (ed.), The SAGE encyclopedia of educational research, measurement, and evaluation. SAGE.
  • Carroll, D. (2012). Examining the development of dispositions for ambitious teaching: One teacher candidate's journey. The New Educator, 8(1), 38-64.
  • Choi, H. S., Benson, N. F., & Shudak, N. (2016). Assessment of teacher candidate dispositions: Evidence of reliability and validity. Teacher Education Quarterly, 43(3), 71-89.
  • Coghlan, D., & Brydon-Miller, M. (2014). The SAGE encyclopedia of action research. SAGE. doi: 10.4135/9781446294406
  • Danielson, C. (2013). The framework for teaching evaluation instrument, 2013 instructionally focused edition. [Measurement instrument]. Princeton, NJ: Danielson Group.
  • Darling-Hammond, L. (2006). Assessing teacher education: The usefulness of multiple measures for assessing program outcomes. Journal of Teacher Education, 57(2), 120-138.
  • Darling-Hammond, L. (2014). Strengthening clinical preparation: The holy grail of teacher education. Peabody Journal of Education, 89(4), 547-561.
  • DeFeo, D. J. & Caparas, F. (2014). Tutoring as transformative work: A phenomenological case study of tutors’ experiences. Journal of the College Reading & Learning Association 44(2), 141-163.
  • DeFeo, D. J., Bonin, D. & Ossiander-Gobeille, M. (2017). Waiting and help-seeking in math tutoring exchanges. Journal of Developmental Education 40(3), 14-22.
  • Dewey, J. (1938). Experience and education. Collier.
  • Diez, M. E. (2007). Looking back and moving forward: Three tensions in the teacher dispositions discourse. Journal of Teacher Education, 58(5), 388-396.
  • Fonseca-Chacana, J. (2019). Making teacher dispositions explicit: A participatory approach. Teaching and Teacher Education, 77, 266-276.
  • Fresko, B. (1999). Mentoring and tutoring as preparation for prospective teachers. Paper presented at the 3rd International Conference on Teacher Education, Beit Berl, Israel.
  • Gerlaugh, K., Thompson, L., Boylan, H., & Davis, H. (2007). National study of developmental education II: Baseline data for community colleges. Research in Developmental Education, 20(4), 1-4.
  • Glaser, B.G. & Strauss, A.L. (1967). The discovery of grounded theory: Strategies for qualitative research. Aldine De Gruyter.
  • Hahn, C., Jorgenson, J., & Leeds-Hurwitz, W. (2011). A curious mixture of passion and reserve: Understanding the etic/emic distinction. Education Et Didactique, 5(5.3), 145-154.
  • Haverback, H. R., & Parault, S. J. (2008). Pre-service reading teacher efficacy and tutoring: A review. Educational Psychology Review, 20(3), 237-255.
  • Helm, C. M. (2006). The assessment of teacher dispositions. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 79(6), 237-239.
  • Holstein, J. A., & Gubrium, J. F. (1995). Qualitative Research Methods: The active interview. SAGE.
  • Katz, L. G., & Raths, J. D. (1985). Dispositions as goals for teacher education. Teaching and Teacher Education, 1(4), 301-307.
  • Kvale, S., & Brinkmann, S. (2009). InterViews: Learning the craft of qualitative research interviewing. SAGE.
  • Lewis-Beck, M. S., Bryman, A., & Futing Liao, T. (2004). The SAGE encyclopedia of social science research methods. SAGE.
  • Martin, L. E., & Mulvihill, T. M. (2017). Voices in education: Professional dispositions in teacher education. The Teacher Educator, 52(3), 173-181.
  • McDonald, M. A., Bowman, M., & Brayko, K. (2013). Learning to see students: Opportunities to develop relational practices of teaching through community-based placements in teacher education. Teachers College Record, 115(4), 1-35
  • McDonald, M., Tyson, K., Brayko, K., Bowman, M., Delport, J., & Shimomura, F. (2011). Innovation and impact in teacher education: Community-based organizations as field placements for preservice teachers. Teachers College Record, 113(8), 1668-1700.
  • McLoughlin, A. S., & Maslak, M. (2003). Prospective teachers’ perceptions of development during fieldwork: Tutoring as a vehicle for professional growth. The Teacher Educator, 38(4), 267-284.
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass.
  • No Child Left Behind Act of 2001, P.L. 107-110, 20 U.S.C. § 6319 (2002).
  • North Dakota Association of Colleges for Teacher Education (NDACTE). (2017). STOT: Skills of teaching observation tool [Measurement instrument]. Retrieved from https://www.ndacte.org/stot-presentation-caep-march-2017/
  • Oja, S. N., & Reiman, A. J. (2007). A constructivist-developmental perspective. In M. E. Diez & J. Raths (Eds.), Dispositions in Teacher Education, (pp. 91-115). Information Age Publishing.
  • Polly, D., & Colonnese, M. W. (2022). Developing elementary education candidates’ skills to elicit and interpret student thinking through a mathematics tutoring clinical experience. Early Childhood Education Journal, 50(3), 435-444.
  • Ragonis, N., & Hazzan, O. (2008, June). Tutoring model for promoting teaching skills of computer science prospective teachers. Madrid, Spain: Proceedings of the 13th Annual Conference on Innovation and Technology in Computer Science Education.
  • Ragonis, N., & Hazzan, O. (2009). A tutoring model for promoting the pedagogical‐disciplinary skills of prospective teachers. Mentoring & Tutoring: Partnership in Learning, 17(1), 67-82.
  • Rasmussen, C., Apkarian, N., Bressoud, D., Ellis, J., Johnson, E., & Larsen, S. (2016). A national investigation of precalculus through calculus 2. In Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education (pp. 1245-1251).
  • Riemen, D. J. (1986). The essential structure of a caring interaction: Doing phenomenology. In P. L. Munhall & C. J. Oiler (Eds.), Nursing research: A qualitative perspective (pp. 85-108). Appleton-Century-Crofts.
  • Rike, C. J., & Sharp, L. K. (2008). Assessing preservice teachers' dispositions: A critical dimension of professional preparation. Childhood Education, 84(3), 150-153.
  • Roscoe, R. D., & Chi, M. T. (2007). Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors’ explanations and questions. Review of Educational Research, 77(4), 534-574.
  • Scheeler, M. C., McKinnon, K., & Stout, J. (2012). Effects of immediate feedback delivered via webcam and bug-in-ear technology on preservice teacher performance. Teacher Education and Special Education, 35(1), 77-90.
  • Schulte, L., Edick, N., Edwards, S., & Mackiel, D. (2005). The development and validation of the Teacher Dispositions Index. Essays in Education, 12(7), 1-16.
  • Singh, D. K., & Stoloff, D. L. (2008). Assessment of teacher dispositions. College Student Journal, 42(4), 1169-1181.
  • Smith, J. D. (2005). Understanding the beliefs, concerns and priorities of trainee teachers: A multi‐disciplinary approach. Mentoring & Tutoring: Partnership in Learning, 13(2), 205-219.
  • Stachowski, L. L., & Mahan, J. M. (1998). Cross‐cultural field placements: Student teachers learning from schools and communities. Theory into Practice, 37(2), 155-162.
  • Talbert-Johnson, C. (2006). Preparing highly qualified teacher candidates for urban schools: The importance of dispositions. Education and Urban Society, 39(1), 147-160.
  • Valencia, S. W., Martin, S. D., Place, N. A., & Grossman, P. (2009). Complex interactions in student teaching: Lost opportunities for learning. Journal of Teacher Education, 60(3), 304-322.
  • Villegas, A. M. (2007). Dispositions in teacher education: A look at social justice. Journal of Teacher Education, 58(5), 370-380.
  • Warren, C. A. (2018). Empathy, teacher dispositions, and preparation for culturally responsive pedagogy. Journal of Teacher Education, 69(2), 169-183.
  • Wayda, V., & Lund, J. (2005). Assessing dispositions: An unresolved challenge in teacher education. Journal of Physical Education, Recreation & Dance, 76(1), 34-41.
  • Weis, L., & Fine, M. (2004). Working method: Research and social justice. Routledge.
  • Welch, F. C., Pitts, R. E., Tenini, K. J., Kuenlen, M. G., & Wood, S. (2010). Significant issues in defining and assessing teacher dispositions. The Teacher Educator, 45(3), 179-201.
  • Yao, Y., Pagnani, A., Thomas, M., Abellan-Pagnani, L., Brown, T., & Buchanan, D. L. (2017). Measuring teacher dispositions: Identifying workplace personality traits most relevant to teaching professionals. Mid-Western Educational Researcher, 29(4), 308-331.
  • Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1-2), 89-99.
Journal of Teacher Education and Educators-Cover
  • ISSN: 2147-0456
  • Başlangıç: 2012
  • Yayıncı: İlknur GÖKÇE
Arşiv
Sayıdaki Diğer Makaleler

Professional Learning Needs of Teacher Educators of the National Institute of Education, Cambodia

Sokchea LY

Student Teachers’ Leadership Development in a Finnish Class Teacher Education Program

Janni ALHO, Eija HANHİMÄKİ, Sirpa ESKELÄ-HAAPANEN

Teaching Dispositions in Tutoring: Evidence in a College Math Lab

Dayna DEFEO, Behailu MAMMO

Problematizing and Reconceptualizing the Theory-Practice Discourse in Teacher Preparation: A Pedagogical Repertoires Perspective

Jean KAYA

Teachers' Feelings About the Status of the Teaching Profession and Associated Factors in Tanzania

Rhoda KİHWELE, Jimmy KIHWELE