Problematizing Core Curriculum Materials: Supporting Teachers Candidates’ Development of Curricular Noticing

• In Event: Teacher Candidates and the Complexities of Agency, Gender, and Resilient Literacies

Abstract

This paper presentation shares the results of a common assignment that engaged TCs in developing abilities to problematizing scripted literacy curriculum and engage in curricular noticing. In this cross-institutional design-based research study, findings indicated that to problematize curriculum students need to develop prior knowledge about core curriculum materials. This research serves to fill a gap in how TCs learn to enact curricular noticing for the benefit of their literacy instruction.

Authors

• Marliese Peltier, Ball State University

• Ann Van Wig, Eastern Washington University

• Stephanie Davis, UNCG

• Courtney Shimek, West Virginia University

• Elizabeth Bemiss, University of West Florida

• Roya Qualls Scales, Western Carolina University