Search results for: Tutors
Page 1/3 26 items
Tutors have an important teaching role in higher education (HE), but rarely receive professional development beyond one-off generic workshops or seminars. Any feedback on their teaching is typically in the form of an evaluation, rather than focussed on enhancing tutors’ teaching practice. To address this gap, the authors devised a professional development programme that incorporated video-recorded observations, informal student feedback, self-reflection, and peer mentoring. Twelve tutors and six mentors participated in the programme. Data included focus group interviews and audio-recorded meetings between mentors and tutors. Benefits to tutors included enhanced self-reflection, collegiality, increased confidence in teaching ability, and positive outcomes for their students’ learning. The interdisciplinary pairing of tutors and mentors resulted in dialogue that was non-evaluative, supportive, and collegial. The authors argue that video-recorded observations combined with peer mentoring and student feedback can enhance teaching quality by providing tutors with contextual, relevant, and individualised professional development.
Updated: May. 15, 2021
Analysis of interaction patterns and tutor assistance in processes of joint reflection in pre-service teacher education
In the literature reflection in teacher training is conceptualised in multiple ways, making it difficult to determine what types of contexts facilitate the activity of joint reflection. The present study aims to shed light on this debate, identifying the strategies of educational assistance given by tutors to a group of students during the process of reflection. To this end, the authors analyse the interactive dynamics and educational assistance in two cases of joint reflection between tutors and students. Different phases in the process of reflection were identified, as were different specific types of assistance to address joint reflection. In both cases, the assistance of the tutor was found to be necessary in collective scaffolding for the establishment of relationships between situational and academic representations, even though the data suggest a progressive increase in the students’ control of the task.
Updated: Jan. 16, 2020
The aim of this study was: (a) to measure the effectiveness of a supporting tutor-training curriculum and content knowledge gains for preservice teachers engaged in service learning and (b) to determine whether tutor training and field experience improved the preservice teachers’ teaching self-efficacy beliefs. One hundred and thirteen upper-division undergraduate students enrolled in Social Foundations of Multicultural Education courses participated in course-embedded tutor-training and fulfilled a 20-h service-learning requirement by tutoring pupils in local elementary schools. The study results suggest that a course-specific tutor-training curriculum advances the participants’ knowledge and skill in tutoring. The results also indicate that the combination of tutor training and field application (i.e. tutoring in a classroom) function to increase students’ self-efficacy as future teachers.
Updated: Sep. 26, 2019
‘Letting the Right One In’: Provider Contexts for Recruitment to Initial Teacher Education in the United Kingdom
This study examined relationships between the recruitment practice and contexts for recruitment to initial teacher education (ITE). The authors found that policy makers in England have recently shifted the balance of responsibility for recruitment from higher education institutes (HEIs) to schools. The policy makers in Wales are considering a similar change, but at present their recruitment is firmly in the control of HEIs. The authors found that the recruitment to ITE in Northern Ireland remains firmly in the control of HEIs whilst policymakers in Scotland remain committed to its partnership of HEIs and local authorities in recruiting to ITE.
Updated: Nov. 15, 2018
Enhancing Feedback in Student-Teacher Field Experience in Scotland: The Role of School–University Partnership
This paper examines school–university partnership and formative feedback within student-teacher field experience. The authors examine the qualities of a three-way dialogue about student-teacher progress, and the issues that militate against feedback being used to maximise professional development. This small study of additional support for students on field experience indicated that there were positive outcomes regarding the three-way dialogue about student-teacher progress. This dialogue gave a greater focus to the whole feedback process, encouraging the student to consider the learning goals of placement more clearly. And, particularly from the tutor point of view, this more intensive contact with the partner schools helped by giving an even greater incentive to the tutors to have a secure professional relationship with each other and thus with the schools.
Updated: Sep. 20, 2016
The purpose of this review was to systematically identify and analyze relevant scholarly sources that represent existing research on mentoring in educational development, i.e. in relation to practices, processes and effects of mentoring for university teaching. The findings reveal that The findings reveal that there was a lack of clarity or definition surrounding mentoring and similar terms, coaching and tutoring and the lack of methodological rigour in many studies.
Updated: Aug. 31, 2016
Reflections on Tutoring Ancient Greek Philosophy: A Case Study of Teaching First-Year Undergraduates in the UK
The purpose of the study was to assess the author's practices as a teaching tutor and evaluate his students’ learning experiences. This study draws upon the notion of reflective practice as an essential feature of teaching. The author's aim was to show how a critical engagement with his teaching practices and the overall learning experience modified, developed, or strengthened his practices, attitudes, and teaching philosophy during the course of one term. The evidence-based reflective practice conducted during the term had a great impact on the author's teaching. It changed and deepened his understanding of two main relationships. The first is the connection between content/time and depth/breadth; the second is the relationship between learning experiences and beliefs about teaching.
Updated: Jun. 29, 2016
An Educational and Treatment Model of an Alternative to Detention for Unaccompanied Minors from Africa in Israel: The Placement of Adolescents from Eritrea and Sudan, in Residential Schools
Most of the young refugees crossing the border to Israel lack any documents. The first stage after being caught by law enforcement agencies is placement in immigrant detention centers. One of the challenges of societies and countries that are committed to the values of safeguarding human rights is to find alternatives to the detention of unaccompanied minors. The experience described herein is a rather successful model practiced in Israel whereby unaccompanied adolescents (age 14-17) are placed in residential schools called 'youth villages' as an alternative to detention.
Updated: Feb. 07, 2016
The Role of the University Tutor in School-based Work in Primary Schools in Northern Ireland and the Republic of Ireland
This study compares between the views and attitudes of university staff, student teachers and class teachers from the Irish Republic and Northern Ireland. This project reveals a reservoir of goodwill between tutors, teachers and students, along with a willingness to engage in dialogue and collaboration.
Updated: Oct. 20, 2014
This article explores how mathematics students enrolled in the Bachelor of Education )Honours) degree programme offered by the Faculty of Education of the University of Malta experience the feedback they receive from tutors while out on teaching practice (TP). The author concludes that the approach being proposed here builds on the realisation that TP offers a strong common purpose among the interested parties. During TP visits, both tutors and student teachers are involved simultaneously in the same assessment activity – that is, providing feedback to their respective students within an assessment scenario that carries both formative and summative connotations.
Updated: Sep. 15, 2014