2011/10/01 by Margaret Macintyre Latta, Jeong-Hee Kim, Jeong‐Hee Kim
Agricultural and Biological Sciences · Health Professions · Social Sciences · #Digital Storytelling and Education #Diverse Educational Innovations Studies #Teacher Education and Leadership Studies
paper · doi:10.1080/00220272.2011.609566
crossref issued 2011/10/01 · crossref published 2011/10/01 · crossref published-print 2011/10/01 · openalex publication_date 2011/10/01 · crossref published-online 2011/10/28 · crossref created 2011/10/28 · openalex created_date 2025/10/10 · crossref deposited 2026/01/29 · crossref indexed 2026/07/29 · openalex updated_date 2026/07/29
This paper draws on the experiences of two graduate level curriculum theory classes taught at different teacher education institutions in the US. Teacher educators and curriculum theorists invest in creating reflexive spaces for teachers to explore the complex terrain of lived curriculum. Narrative inquiry is chronicled as acting as an important pedagogical medium toward this aim. The purpose of the paper is to explore what practicing teachers’ narratives reveal about their curricular roles in relation to theory and practice. As participating educators consider their associated teaching identities, phenomenological notions of place are found to be fitting as they navigate understandings of lived curriculum as situated, thoughtful, and intentional. Insights generated through reflexive analysis manifest three thematic intersections: (1) Teachers confronting dissonance between theory and practice as teaching identity displacement; (2) Teachers negotiating greater implacement; and (3) Teachers moving toward embodying the creative space for teaching and learning. Renewed roles surface for teacher educators and curriculum theorists, challenging all involved to purposefully foster contexts for professional learning rather than subservience, and claim the responsibilities to provide the intellectual, emotional, and pragmatic spaces where teachers’ lived curriculum efforts can be developed and nurtured.