Set in a yearlong, school-based tutoring program, designed as a community of practice, we use qualitative methodology to examine how 14 preservice teachers learned to become responsive teachers. We focus on one question: In what ways does participating in a yearlong, supervised tutoring program mediate preservice teachers' learning about…

In order to improve the reading methods course at The University of Texas, a program was designed based on tutorial instruction. At first children were brought into the university classroom, one child for every two tutors. The university students (tutors) became directly involved in teaching reading and in being responsible for children's…