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?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
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
22
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