Preservice Teacher Curriculum Reform

Preservice teacher education often touts its curriculum comprising reflective practice. However, reflection on one’s teaching is usually limited to the techniques and methods, without connection to the selfhood of preservice teachers and its implications and influence on practice. The question of what education is for and the purposes of schooling presents opportunities for examining the larger macro-landscape of teaching, but the micro-inner landscape of teachers is often excluded. This chapter focuses on insights gained from theoretical underpinnings of reconceptualist thought combined with narrative as praxis in preservice teacher education. It examines and explores the experiences of a group of graduate students at OISE, University of Toronto, and the transformative experience they had from reflecting, creating, and sharing their autobiographical narratives in teaching through documentary making in a graduate course. The Five Cs Framework emerged from data analysis, and its potential implications for future preservice teacher curricula will be discussed.