| Summary of thesis
This paper examines the behaviours and beliefs of a group of volunteer tutors
to discover why they did not maintain close contact with their literacy
organization. After describing the tutors' behaviour in the matches with
learners, the study draws a link from an apparent contradiction–that
tutors desire to help their learners but are complacent about their learners'
progress–to a belief system shared by these tutors. This shared belief
system underlies their disinclination to receive support from the organization.
The four beliefs outlined in this paper
are:
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Tutors believe that a learner who does not succeed in a classroom
learning format will be helped by one-on-one tutoring.
-
Tutors, while recognizing the wide variety of learner needs, rely on
individual attention rather than specific training to function in the match.
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Tutors value good will over good training.
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Tutors defend their volunteer activities based on perceived needs
rather than demonstrable progress and results.
These beliefs are explored within the context of one volunteer literacy
organization, but the nature of the beliefs indicate that they could be present
in other programs. Further research on this topic is necessary.
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