Vasinda, S., Adams, H., James, K., Henry, A., Henson, T., McKinney, B., Mueller, E., Randolph, M. Taylor, J. (2020.  Preservice teachers’ use design-based research: Learning to tutor online during COVID-19. In R. E. Ferdig, E. Baumgartner, R. Hartshore, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, technology and teacher education during the COVID-19 pandemic: Stories from the field (pp. 367–372). Association for the Advancement of Computing in Education. https://www.learntechlib.org/p/216903/  

Abstract:

“University reading clinics provide inexpensive tutoring as a service to the community as well as serving as a supervised teaching practicum for preservice teachers. They also serve as a research lab for developing promising practices. As preservice teachers were becoming more and more proficient in their one-to-one teaching, all courses and our practicum moved online as a result of the COVID 19 pandemic. Our group of 17 preservice teachers and their instructor became a learning community engaging in design-based research using new tools to continue to serve our K-8 students. Several of these preservice teachers emerged as champions of the process and became class experts as well as trailblazers in this work. They share their resources and recommendations for online tutoring through a university reading clinic.”