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Noticing and Naming as Social Practice: Examining the Relevance of a Contextualized Field-Based Early Childhood Literacy Methods Course
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Laman, Tasha Tropp; Miller, Erin T.; Lopez-Robertson, Julia – Journal of Early Childhood Teacher Education, 2012
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…
Descriptors: Preservice Teacher Education, Preservice Teachers, Methods Courses, Teacher Education Curriculum
Preparing Teachers of Young Children: The Current State of Knowledge, and a Blueprint for the Future. Part 2: Effective Teacher Preparation in Early Care and Education: Toward a Comprehensive Research Agenda. Policy Report
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Whitebook, Marcy; Gomby, Deanna; Bellm, Dan; Sakai, Laura; Kipnis, Fran – Center for the Study of Child Care Employment, University of California at Berkeley, 2009
This paper aims to broaden the discussion about effective teacher preparation by exploring three hypotheses designed to expand the early care and education (ECE) research agenda: (1) Both the content and the method of delivery of an educational degree influence teacher practices; (2) Teachers' ability to apply knowledge and skills effectively…
Descriptors: Elementary Secondary Education, Early Childhood Education, Young Children, Work Environment