Tutoring the Tutors: Piloting Online Modules for Tutor Training
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| Title: | Tutoring the Tutors: Piloting Online Modules for Tutor Training |
|---|---|
| Language: | English |
| Authors: | Andrew Kwok, Brendan Bartanen, Michelle Kwok, Kathy Ogden Macfarlane, Tracey Weinstein |
| Source: | Teachers College Record. 2025 127(8):72-98. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges Elementary Education |
| Descriptors: | Tutor Training, Tutoring, Tutors, Pilot Projects, Electronic Learning, Learning Modules, Learner Engagement, Learning Experience, Attitudes, Career Choice, Participant Characteristics, Program Effectiveness, Nonprofit Organizations, Occupational Aspiration, Teaching (Occupation), Teacher Education Programs, Partnerships in Education, Preservice Teachers, College Students, Educational Psychology, Undergraduate Students, Community College Students, Asynchronous Communication, Student Characteristics, Student Attitudes, Readiness, Mathematics Instruction, Elementary School Students, Volunteers, Private Colleges |
| Geographic Terms: | Ohio, Texas |
| DOI: | 10.1177/01614681251389032 |
| ISSN: | 0161-4681 1467-9620 |
| Abstract: | Background: Despite intense national focus on the positive impact of tutoring, there is little empirical evidence on how best to train tutors. This is particularly pertinent given that tutors could serve as a potential pipeline into teaching. Objective: This mixed-methods study explores the implementation of modules about developing knowledge for high-quality instructional materials for tutor professional development. Research Design: The modules were distributed and completed within four tutoring-based sites in the United States that are part of a national network for aspiring teachers. Quantitatively, we examined pre-/post-assessment data to probe changes in tutor knowledge and career plans. Qualitatively, we interviewed tutors and their program trainers about their module experience. Conclusions: Results indicate growth in tutor knowledge as well as participant recommendations for specific improvements to technology and module engagement to enhance curricular experience. Findings suggest the value and limitations of tutor training within this model of training intervention. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491200 |
| Database: | ERIC |
| Abstract: | Background: Despite intense national focus on the positive impact of tutoring, there is little empirical evidence on how best to train tutors. This is particularly pertinent given that tutors could serve as a potential pipeline into teaching. Objective: This mixed-methods study explores the implementation of modules about developing knowledge for high-quality instructional materials for tutor professional development. Research Design: The modules were distributed and completed within four tutoring-based sites in the United States that are part of a national network for aspiring teachers. Quantitatively, we examined pre-/post-assessment data to probe changes in tutor knowledge and career plans. Qualitatively, we interviewed tutors and their program trainers about their module experience. Conclusions: Results indicate growth in tutor knowledge as well as participant recommendations for specific improvements to technology and module engagement to enhance curricular experience. Findings suggest the value and limitations of tutor training within this model of training intervention. |
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| ISSN: | 0161-4681 1467-9620 |
| DOI: | 10.1177/01614681251389032 |
