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ABSTRACT
There is extensive research demonstrating the benefit tutoring has on the tutee. However, minimal research exists about the impact tutoring has on the tutor, and particularly, how being a tutor influences pre-service teacher development during teacher preparation. Using qualitative measures, we documented the influence participating in the tutoring program, Advancement Via Individual Determination (AVID), has on a pre-service teacher’s development of their teacher identity, predominantly in the areas of pedagogical knowledge and practice. We revealed how the AVID tutoring program influenced the tutors’ development of their teacher identity, implications of the findings, and areas for future research and practice.
Disclosure statement
The authors have no financial interest or benefit from this research.
Additional information
Notes on contributors
Bradley Bowen
Bradley Bowen, Ed.D., is an assistant professor at Virginia Tech in the School of Education’s Integrative STEM Education program. Using his work experience in both engineering and education, he specializes in designing Integrative STEM activities for K-12 students and implementing professional development programs for K-12 educators.
Stacy Duffield
Stacy Duffield, Ph.D., is a professor in the School of Education at North Dakota State University. She teaches graduate and undergraduate courses in teacher education. Her main research interests include teacher preparation, assessment and evaluation, and middle level education.