Teacher Thinking about Curriculum and Instruction: A Case Study of a Secondary Social Studies Teacher

Abstract

This study investigated the personal practical theories of an experienced secondary social studies teacher and the impact of her personal theorizing upon curricular and instructional decision making. Data were collected through classroom observations and from formal and informal interviews with the teacher participant. This data collection and the ongoing data analysis followed the canons of naturalistic research.

The findings include: (a) the teacher had five basic personal practical theories (PPTs) which were related to her view of herself as a professional, and two sub-theories which were related to her view of the subject matter; (b) these PPTs guided her curricular and instructional decision making; (c) these PPTs were arrayed in conflicting theoretical frameworks; (d) the participant had no explicit knowledge of these PPTs and the frameworks prior to the study; and (e) the participant viewed the curriculum as units taught and curriculum development as a formal task which was externally imposed and which detracted from her professional role.

A curriculum development model which depicts the role of personal practical theories in curriculum development is derived from this study and proposed as a heuristic device for teachers, researchers, and teacher educators. Implications from this naturalistic study for qualitative methodology and for teacher education are discussed.