Preservice Teachers’ Group and Individual Narratives and Implications for Validity

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Abstract

This research examines the narratives of 26 preschool preservice teachers to study their understanding of the philosophical foundations of curriculum and validity. The research discusses the limitations of the correspondence theory of truth and reviews literature on philosophical hermeneutics and posthuman inquiry. Inspired by grounded theory, narrative research, hermeneutics, and posthuman inquiry, I explored the intentions of the pre-service teachers and their unexpected replies. The research reveals that although the pre-service teachers expressed a preference for pragmatism and reconstructionism, they actually endorsed essentialism and expanded their reflections beyond predefined categories. The analysis suggests that validity should be understood hermeneutically and transformatively. The research concludes with recommendations for reexamining validity to enrich understanding and promote equality.

Author

• Zitong Wei, China Women's University