Background: Despite intense national focus on the positive impact of tutoring, there is little empirical evidence on how best to train tutors. This is particularly pertinent given that tutors could serve as a potential pipeline into teaching. Objective: This mixed-methods study explores the implementation of modules about developing knowledge for high-quality instructional materials for tutor professional development. Research Design: The modules were distributed and completed within four tutoring-based sites in the United States that are part of a national network for aspiring teachers. Quantitatively, we examined pre-/post-assessment data to probe changes in tutor knowledge and career plans. Qualitatively, we interviewed tutors and their program trainers about their module experience. Conclusions: Results indicate growth in tutor knowledge as well as participant recommendations for specific improvements to technology and module engagement to enhance curricular experience. Findings suggest the value and limitations of tutor training within this model of training intervention.
Kwok et al. (Wed,) studied this question.