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Embedded Tutoring Experience in a Math Methods Class to Support Equitable Teaching
Abstract
Teaching is a complex activity that requires making “in-the-moment decisions” based on multiple factors to support learning. Preparing pre-service teachers to make these professional decisions is challenging because teaching is not a matter of following a series of prescribed steps. Rather, the pre-service teacher must draw from various sources of information such as curriculum, standards, assessment, student prior knowledge, and theories of learning to make targeted decisions in real-time to support learning. Even though pre-service teachers may learn about these components of teaching, coordinating this information to make targeted pedagogical decisions is challenging. This chapter explores how hands-on tutoring experiences, involving students embedded within a methods class, can help pre-service teachers bridge the gap between theoretical knowledge and the practical skills needed for effective teaching. It emphasizes the importance of approximating teaching practice and adapting teaching methods to support equitable learning experiences for diverse students.
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