A Framework for Curriculum Literacy in Initial Teacher Preparation
Policy, Practices, and Possibilities
Bibliographic Data
| ID | 4306504 |
|---|---|
| Authors | Molly Marek (0009-0006-5358-6289, The University of Texas at Austin, corresponding author), Lizeth Lizárraga-Dueñas (The University of Texas at Austin), Lizeth I Lizárraga-Dueñas (The University of Texas at Austin), Sarah Woulfin (The University of Texas at Austin), Sarah L Woulfin (0000-0003-2883-3859, The University of Texas at Austin), Melissa Mosley Wetzel (0000-0002-9472-5357, The University of Texas at Austin), Ernesto Muñoz (The University of Texas at Austin) |
| Year | 2025 |
| Volume | 76 |
| Issue | 4 |
| Pages | 337-350 |
| Publication date | 2025-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/00224871241263803 |
| OpenAlex | W4401038092 |
| Language | EN |
| Citations received | 3 |
| References cited | 46 |
Across the United States, current curricular reforms are centering high-quality instructional material (HQIM) as a lever for improving classroom instruction and student achievement. While multiple legislative definitions of HQIM attend primarily to the degree of standards alignment, we expand quality to encompass rigor and cultural responsiveness. As teachers make decisions about curriculum materials, they demonstrate curriculum literacy. We conceptualize curriculum literacy as the capacity to navigate teacher identities, learner and community assets, and instructional materials. We survey the literature related to curriculum, curriculum literacy, and teacher education. We then present a framework for curriculum literacy in initial teacher preparation and describe three instructional tools for developing preservice teachers' curriculum literacy. These tools support teachers' practices of critically reflecting on their identities in relation to curriculum, contextualizing curricular decisions, and evaluating existing instructional materials. Implications for policy, practice, and future research are discussed
Curriculum · Curriculum development · Curriculum mapping · Curriculum theory · Emergent curriculum · Literacy · Mathematics education · Pedagogy · Quality (philosophy · Sociology · Teacher education · Diverse Educational Innovations Studies · Educator Training and Historical Pedagogy · Psychology · Teacher Education and Leadership Studies
Subtractive Schooling
Fugitive Pedagogy
Resources, Instruction, and Research
Becoming a teacher
Teacher Agency
Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula
Combining the Development of Practice and the Practice of Development in Teacher Education
Understanding teacher identity
Sedimented professional identities
The Sage Handbook of Research on Teacher Education
Classroom-level curriculum development
Exceptionalist narratives and faceless clip art
What Is Curriculum
Using Textbooks and Teachers' Guides
Teacher Identity and Agency in School Worlds
Teacher Identity and Curriculum Change
Social Education in the Classroom
Reform by the Book
Designing Educative Curriculum Materials to Promote Teacher Learning
Toward a Theory of Culturally Relevant Pedagogy
Critiquing, Curating, and Adapting
Tensions in Learning to Teach
Dysconscious Racism
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |