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TUTORING AS AN EARLY FIELD EXPERIENCE FOR PRESERVICE
 TEACHERS: A TEACHER PREPARATION
 EDUCATOR'S REFLECTIONS

The role of teacher educators as researcher-practitioner is viewed in this narrative reflection from the perspective of the author, the professor of record for a course in which an early field experience tutoring opportunity was embedded. The manuscript reports on the tutoring experiences through the lens of the author with instigations and collaboration with the preservice teachers. Limitations suggested, include the intentional omission of any experimentation but focuses on the lived experiences of the professor exploring this early field experience implementation. The findings are reflective and opines that a commitment to move a course into the authentic school setting should cause the author to reflect on the collaboration prior to any experimental investigation of the impact. It is believed that research may suggest how germane early field experiences are to future educators, but the voice of the instructor as the subject of the experience should be part of the body of literature as a phase of ongoing research of practice.