NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1222147
Record Type: Journal
Publication Date: 2019
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0973-2217
Tutoring as an Early Field Experience for Preservice Teachers: A Teacher Preparation Educator's Reflections
Wooten, Cynthia Brooks
Journal on School Educational Technology, v14 n4 p1-16 Mar-May 2019
The role of teacher educators as researcher-practitioner is viewed in this narrative reflection from the perspective of the author, the professor of record for a course in which an early field experience tutoring opportunity was embedded. The manuscript reports on the tutoring experiences through the lens of the author with instigations and collaboration with the preservice teachers. Limitations suggested, include the intentional omission of any experimentation but focuses on the lived experiences of the professor exploring this early field experience implementation. The findings are reflective and opines that a commitment to move a course into the authentic school setting should cause the author to reflect on the collaboration prior to any experimental investigation of the impact. It is believed that research may suggest how germane early field experiences are to future educators, but the voice of the instructor as the subject of the experience should be part of the body of literature as a phase of ongoing research of practice.
i-manager Publications. 3-343 Hill View, Town Railway Nagar, Nagercoil 629001, Tamil Nadu, India. Tel: +91-4652-276675; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Elementary Education; Early Childhood Education; Grade 3; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina