English Language Arts curriculum design and use: pre-service teachers’ perspectives and interpretations

Abstract

This study examines how preservice teachers (PSTs) at a predominantly white, rural institution in the southeastern United States interpret and plan to implement an adopted elementary English Language Arts (ELA) curriculum. Grounded in culturally sustaining pedagogy and inquiry as a stance, the research analyzes PSTs’ survey responses to a curriculum analysis assignment. Findings indicate that while PSTs generally viewed the curriculum as a useful foundation for teaching, many expressed concerns about its limited representation of diverse voices and cultural perspectives. They emphasized the need to support all students through more inclusive texts and culturally responsive teaching approaches. The study also found that mentor teachers during field placements played a significant role in shaping PSTs’ perceptions of curriculum use. These findings underscore the importance of preparing PSTs to critically analyze curriculum and focus on reflexivity in their curriculum decisions. Implications for teacher education include fostering deeper curriculum engagement and assisting PSTs in developing pedagogical agency within standardized educational settings.