Abstract
This formative study investigated the attitudes, beliefs, and perceptions of university students seeking teacher certification toward students with content-area difficulties as well as towards their own tutoring experience. A qualitative analysis of communication with the university course instructors reported through electronic mail (e-mail) messages revealed several themes. The researchers identified the following themes through analysis: instructional growth; emotional attachment; why students failed; self-evaluation; using what is learned; and the e-mail experience. These themes indicate that field-based experiences may benefit students as they are provided varied and regular support systems including both electronic and face-to-face. This support would facilitate discussions about the social and emotional development of tutees and help prospective teachers make more conscious connections among their other course work.
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