Pre-service teacher preparation in the United States is becoming progressively more challenging with respect to the demands on teachers. This study examined the impact of the tutoring approach on pre- service teachers’ skills to work with English language learners (ELLs) through a qualitative research design. Content analysis was used at the thematic level on student journals written to accompany the semester-long experience of tutoring.
50 pre-service teachers participated and data was collected from 500 written journal reflections for two semesters. Overall, the pre-service teachers gained an understanding of the challenges of working with ELLs and other positive impacts through tutoring. The findings suggest that pre-service teachers have perceived value of the use of the tutoring approach in the teacher preparation program, use of strategies during field-based experiences, instructional realizations, cultural sensitivity, and professionalism. This paper concluded by discussing the need for a teacher education program to assist pre-service teachers to assimilate pedagogies and apply through the tutoring approach
