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 learning, 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.