Search results for: Miller Erin
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Noticing and Naming as Social Practice: Examining the Relevance of a Contextualized Field-Based Early Childhood Literacy Methods Course
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.
Updated: Jan. 11, 2015
We're All in this Together: Collaborative Professional Development with Student Teaching Supervisors
The current article describes a collaborative professional development experience with student teaching supervisors. The participants were 98 preservice teachers and 16 early childhood supervisors from early childhood teacher education program at a large, public university in the southeastern United States. The findings reveal the strengths and weaknesses of the project. The findings offered some suggestions to improve the collaborative professional development. The authors conclude with the recommendation that university-based personnel must understand the complexity of school-based supervision and work to find ways to foster more collaborative and supportive relationships with supervisors.
Updated: Dec. 24, 2012