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.

中文翻译：

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教师初始准备中的课程素养框架：政策、实践和可能性


在美国各地，当前的课程改革以高质量教学材料（HQIM）为中心，将其作为改善课堂教学和学生成绩的杠杆。虽然 HQIM 的多种立法定义主要关注标准的一致性程度，但我们将质量扩展到包含严谨性和文化响应能力。当教师做出有关课程材料的决定时，他们表现出了课程素养。我们将课程素养概念化为驾驭教师身份、学习者和社区资产以及教学材料的能力。我们调查了与课程、课程素养和教师教育相关的文献。然后，我们提出了教师初始准备中的课程素养框架，并描述了用于培养职前教师课程素养的三种教学工具。这些工具支持教师批判性反思其与课程相关的身份、将课程决策置于情境中以及评估现有教学材料的实践。讨论了对政策、实践和未来研究的影响。