Tutoring and Mentoring as a Tool for Developing Caring Dispositions in Pre-service Teachers

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Abstract

The goal of this study is to investigate preservice teachers’ experience of tutoring and mentoring children as a way of developing caring dispositions. Thirty one pre-service teachers entering Early Childhood program were assigned to mentor second grade children in the local Elementary School. The major attention was put on tutoring children, but the mentoring part was strongly emphasized. Mentors reflected on their experiences using “Reflective Practitioner “framework based on five proficiencies: ability to apply content knowledge to teaching and learning; to use technology to improve teaching and learning; to work with divers populations; to demonstrate professional behavior and dispositions and engage in reflective practice to improve teaching and learning. The results demonstrated that preservice teachers developed and deepened their caring skills through reflective practice on mentoring and tutoring and young children.
Original languageEnglish
StatePublished - Nov 15 2011
EventInternational Conference of Education, Research and Innovation - Madrid ,Spain
Duration: Nov 15 2011Nov 15 2011

Conference

ConferenceInternational Conference of Education, Research and Innovation
Period11/15/1111/15/11

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