1:1—The Power of Working with One Child to Develop Child Centered Pedagogy for Literacy Instruction in Teacher Education
Document Type
Article
Publication Date
2019
Abstract
This study explored the impact of tutoring in a literacy clinic on preservice teachers’ understanding of teaching and learning within a situated community of practice. Their stories of pedagogical development are intertwined with their realizations of the complexities of teaching, while focusing on the individual literacy instructional needs of a child through the lens of data informed teaching. How teacher education programs might consider the role of tutoring as clinical field experiences in the peda- gogical development of preservice teachers is explored.
Publication Title
Educating for a Just Society: The 41st Association of Literacy Educators and Researchers Yearbook
Recommended Citation
Will-Dubyak, K. (2019). 1:1-The Power of Working with One Child as a Tutor to Develop Child Centered Pedagogy for Literacy Instruction in Teacher Education. In A. Babino, N., Cossa, J. J. Araujo, & R. D. Johnson (Eds.), Educating for a Just Society: The 41st Association of Literacy Educators and Researchers Yearbook (pp.211-224). Louisville, KY: Association of Literacy Educators and Researchers.
