THE IDENTIFICATION OF MAJOR COMPETENCIES AND ATTRIBUTES NEEDED BY VOLUNTEER LITERACY TUTORS OF ADULTS AND THE DEVELOPMENT OF A TUTOR SELF-ASSESSMENT INVENTORY.
Author(s)
BROWN, BARBARA ELIZABETH.Keywords
Education, Adult and Continuing.
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Sorry, the full text of this article is not available in Huskie Commons. Please click on the alternative location to access it.141 p.
The purposes of this study were to identify and rank the major competencies and attributes needed by beginning volunteer literacy tutors of English speaking adults and to develop a tutor self-assessment inventory based on these competencies and attributes.The method involved the identification of competencies and attributes found in the literature, the review of these competencies and attributes by a reviewer panel of 11 adult educators, and the rating of the competencies and attributes by a tutor panel of 48 volunteer literacy tutors of English speaking adults with a minimum of one year of tutoring experience.Fifty-two competency and attribute statements were identified and ranked. Competencies in the following areas were identified: (1) Reading Skills and Instructional Methods, (2) Assessment, and (3) Implementation of Instruction. Attributes in the following areas were identified: (1) Psychology of the Adult Learner, (2) Interpersonal Relationships, and (3) Personal and Administrative Responsibilities. The statements were ranked within each area by the means of the statement ratings by the tutor panel.The outcome of this study is a 41 item self-assessment inventory based on the set of competencies and attributes identified. The competencies and attributes retained in the inventory meet the following criteria: (1) The competency or attribute is one that can be taught or improved through additional training or information provided to the tutor; (2) the competency or attribute merits emphasis due to its importance; and/or (3) the competency received a rating of at least 3.40 on the 5 point tutor rating scale. This inventory may be used (1) to provide a basis for developing pre-service or in-service tutor training activities and (2) to provide the tutor with an opportunity to assess his or her own tutoring knowledge and skill.Implications of the study are that during the pre-service training emphasis should be placed on developing the interpersonal skills and knowledge necessary for a sustained tutoring relationship. Therefore, the providing of continuing in-service opportunities for tutors based on individual tutor needs is essential.
Date
2011-06-22Identifier
oai:commons.lib.niu.edu:10843/8841http://commons.lib.niu.edu/handle/10843/8841
http://hdl.handle.net/10843/8841