Noticing and naming as social practice: Examining the relevance of a contextualized field-based early childhood literacy methods course

Abstract

This qualitative study examines what early childhood preservice teachers enrolled in a field-based literacy methods course deemed relevant regarding teaching, literacy, and learning. This study is based on postcourse interviews with 7 early childhood preservice teachers. Findings suggest that contextualized field experiences facilitate preservice teachers’ development of “noticing and naming” as a social practice. Early childhood preservice teachers developed understandings regarding early literacy learn- ing, teaching, and the nuanced but powerful ways learning and identity are linked to early childhood literacy learning. Implications include the need for more contextualized learning experiences in early childhood teacher education.

Reference

Laman, T.T., Miller, E.T., & López-Robertson, J. (2012). Noticing
and naming as social practice: Examining the relevance of a contextualized field-based early childhood literacy methods course. Journal of Early Childhood Teacher Education, 33(1), 3-18.

Journal

Journal of Early Childhood Teacher Education

Analysis

Is this article part of a larger project or series of studies?

Does this study draw on a large, preexisting data set?

Research Approach

Qualitiative

Geographic Setting

South Carolina

Institutional Context

University based

Certification Level

Birth - 3rd grade

Programatic Focus

Diversity
early childhood education
Literacy Education
Urban Education

Research Location Context

Elementary school
field-based methods course

Preservice Participants

Undergraduates (university based program)

Preservice Sample Size

Duration of Data Collection

Data Sources

fieldnotes
Interviews
Observations
Reading Responses
Reflective journals

Data Analysis Tools

no analysis stated
Thematic analysis

Researcher Positionality

inside (staying their own students)

Research Questions

"What do early childhood preservice teachers come to understand about literacy learning and what do they deem relevant by participating in a field-based literacy methods course within a diverse public school setting?" (p. 4)
Is this research question explicit from the manuscript? Yes