Teaching Dispositions in Tutoring: Evidence in a College Math Lab

Abstract

Though teacher education programs must document candidates’ teaching dispositions, there is a gap around what faculty may learn by observing students in contexts outside of the k12 classroom. In this case study, three mathematics education faculty observed tutoring sessions in the campus math lab, and were interviewed about the teaching dispositions that they were able to identify in that context. Through an interpretive framework of reciprocal determinism, data reveal that tutoring’s one-on-one or small group setup, unscripted nature, and authenticity of interactions with students let faculty see different skills – which reveal different dispositions – than they would observe in teaching demonstrations or other early field experiences. The discussion considers how on-campus partnerships between teacher education programs and tutoring programs may offer not only opportunities for teacher candidates to develop skills, but for faculty to “see them in action” and gain insight to their dispositions.

Keywords

• tutoring
• teaching dispositions
• faculty observations
• assessment

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