Exploring Some Design Principles for Tutoring in Preservice Teacher Preparation

ABSTRACT

In this article we summarize our research into literacy preservice teacher preparation. We situate our research on tutorials in the practice turn in teacher preparation. We describe the evolution of our work drawing on findings from seven different studies with the goal of identifying the design features of tutorial experiences that promote learning to teach. We describe each of these studies moving toward the identification of twelve design features that are considerate of: the structure of tutorial experiences; and the focus on intellectual and socio-cultural assets and identities of the tutee(s), and the mediating processes that support growth in learning to teach. We conclude with a discussion of future directions for research into tutoring in literacy preservice teacher preparation.