A tutoring model for promoting the pedagogical‐disciplinary skills of prospective teachers

Abstract

This article presents a tutor‐centered tutoring model that aims to develop and establish the pedagogical‐disciplinary knowledge and skills of prospective teachers. The tutoring model and the research that accompanied its implementation are presented. The tutor‐tutee pairs worked for two five‐session cycles for two semesters, enabling prospective teachers to experience teaching situations by guiding the tutee through problem‐solving processes. The sessions were based on difficulties that arose during the tutees' learning process. The research findings focus on the evaluation of the model by its participants – tutors, tutees and program coordinator – and indicate that the main tutoring targets were achieved. This tutoring model was implemented with prospective computer science teachers; we suggest, however, that it is applicable in teacher preparation programs in other disciplines in which problem solving is inherent.