Teacher Candidates' Perceptions of Online Tutoring as Early Field Experience

Abstract

This study examined teacher candidates' (N=243) perceptions of online tutoring as an early field experience within their undergraduate childhood education program. Using both quantitative and qualitative data, the study sought to explore two key areas: (1) the perceived effectiveness of the online tutoring program, and (2) factors correlated with teacher candidates' perceptions. Findings revealed that the teacher candidates generally viewed the online tutoring program as a positive experience, with specific beneficial elements including the opportunity to work with children, collaboration with peers, program culture, and feedback from instructors. Concerns were raised by students about the timeliness and overall quality of instructor feedback. Correlational analysis and student responses to open-ended questions highlighted significant relationships between positive experiences and perception of program value, emphasizing the importance of procedural fairness and transparency. This study underscores the potential for online tutoring programs to serve as a viable and effective early field experience for teacher preparation programs, while also highlighting opportunities for overall program improvement.