Curriculum defined and represented: A pre-service teacher's perspective

Abstract

This Honors Thesis explores approaches to curriculum development and enactment, the role of the teacher in the curriculum development process, and the sociocultural influences that cause teachers to adapt their processes to prioritize students' needs, describing the implications of my findings for preservice teachers. Findings show that curriculum is complex and broad in nature. Experts' definitions of curriculum vary and so do their preferred approaches to curriculum design. These differences can be attributed to their respective belief systems regarding teaching and learning. The role of the teacher is to develop a symbiotic relationship between the curriculum requirements designated by their school or district and their own belief systems and pedagogical preferences. Though the roles of the teacher and administration are vital to successful curriculum development and implementation, students and their differing sociocultural backgrounds greatly influence how teachers make decisions regarding their curriculum design and enactment. Preservice teachers need to understand the specifics of the curriculum development process, recognizing the complexities and fully embracing their role as a teacher by taking an active role in designing and enacting curriculum in the classroom.