Noticing Children's Thinking: Pedagogical Reasoning in a Preschool Practicum

• In Event: AERA Roundtable Session 8
  In Roundtable Session: Early Childhood Teacher Development

Abstract

The purpose of this study was to describe the ways prospective teachers (PTs) engaged in pedagogical reasoning in the context of a preschool practicum seminar in an Early Childhood Education teacher preparation program. Data sources included video observations of the seminar meetings and PTs’ written lesson plans/observation notes. Findings illustrated what PTs attend to, how they make sense of it, and how they made connections between observations of classroom events and larger principles of teaching and learning. I argue that we need more nuanced understandings of how teacher educators use particular practices to cultivate noticing when working with novices.

Author

• Jolyn Blank, University of South Florida