Student Teachers' Preactive and Postactive Curricular Thinking

Abstract

In this study, the researcher examined preactive and postactive curricular thinking of student teachers in elementary general music. Student teaching experiences were chosen for study since would-be teachers have an opportunity to demonstrate their development as curricular thinkers as well as their performance as teachers in the classroom. To describe preactive and postactive thinking, writings and conversations of three student teachers in elementary general music were analyzed to determine which curricular categories they addressed, relative amounts of consideration given each category, and changes in their thinking over time. Results indicate that the subjects considered similar curricular issues, but contextual and situational demands prompted idiosyncratic decision making. A combination of qualitative and quantitative data analyses led to a description of student teachers as active participants in curricular decision making, responding to and learning from the experience and from those around them. Data revealed the highly integrated pattern of thinking involved in planning instruction and the broad spectrum of curricular issues for which student teachers need to be prepared.