Chapter 10: Preservice Teachers' Beliefs about Curriculum Theory

Moving beyond methodising theory in preparing for the profession

“…It is seen as having a critical role in terms of understanding or making sense of practice (Deng, 2004;Knight, 2015;Nilssen & Solheim, 2015), as well as problematising, and problem-solving in relation to, practice. It is also viewed as helpful for conceptualising the role of educators and approaching practice in a more thoughtful and critical way (Giraldo, 2008;Knight, 2015); enabling preservice teachers to more precisely articulate their observations and understandings about practice and student learning (e.g. Nilssen & Solheim, 2015); and rationalising practical judgements (McDonough, 2012).…”

“…Of particular relevance for this paper is a widespread concern about the prevalence among preservice teachers of a technical orientation to formal theory (e.g. Deng, 2004;Giraldo, 2008;Tuinamuana, 2007;McDonough, 2012). By technical orientation, we mean a focus on the how to of practice (see Giraldo, 2008) and on producing particular products or predetermined outcomes or ends.…”

“…A technical orientation is seen by some (including us) as problematic on the basis that it reflects a narrow or distorted view of teaching as merely a technical exercise that can be 'reduced to a set of skills' and procedures (Deng, 2004, p. 147; see also Giraldo, 2008). It underplays the complex, uncertain, and socially situated nature of teaching and learning (Brown, 2009;Tuinamuana, 2007).…”

“…Roberts, 2008). A narrow view of theory ignores these significant points while the passive consumption of ideas can stand in the way of developing a capacity for exercising 'good judgment' (see Deng, 2004, p. 149;McDonough, 2012) and theoretical reflection on/in practice (Giraldo, 2008).…”