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 pre-service teachers developed and deepened their caring skills through reflective practice on mentoring and tutoring and young children.
|Journal||Isssues in Early Chldhood|
|State||Published - Dec 2012|