Search results for: Laman Tasha Tropp

This study examines what early childhood preservice teachers enrolled in a field-based literacy methods course deemed relevant regarding teaching, literacy, and learning. The authors recognize that learning to teach and learning to see oneself as a teacher does not happen within one course or within one field placement. However, they were surprised to find that preservice teachers became more attuned to the more nuanced and complex practices that shape learning and children’s identities as learners. The authors believe early childhood preservice teachers in the study developed the social practice of noticing and naming because they were continually asked to pay close attention to the learners in front of them in relationship to course readings, discussions, and observations.