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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
Support, Challenge, and the Two-Way Street: Perceptions of a Beginning Second Grade Teacher and Her Quality Mentor
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Certo, Janine L. – Journal of Early Childhood Teacher Education, 2005
While mentoring programs continue to increase in number, the field still knows little about what kinds of interventions mentors do and the impact they have on beginning teachers. This article shares a case study example of a positive mentoring relationship--beginning teacher Madeleine, and her mentor, Kelly--extracted from a larger qualitative…
Descriptors: Mentors, Program Effectiveness, Case Studies, Grade 2