Abstract
ABSTRACT In early childhood education, curriculum theory does not always have an important place. Typically, preservice teachers are exposed to a technical vision of curriculum that does not allow them to understand the educational practices in which they participate. This chapter emerges from a qualitative case study that takes place in a preschool setting. It is an initial exploration of early childhood preservice teachers' beliefs about curriculum theory and its usefulness in their practice. Findings such as the lack of connection between curriculum theory and practice, the prevalent technical approach to curriculum, and the absence of a comprehensive curriculum theory in the preservice teachers' narratives show that we need to rethink the role of curriculum theory in education as well as the kinds of curriculum discourses that are presented to prospective teachers through the theory offered/enacted in classrooms.
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