Conceptualizing Currere as a Qualitative Research Method in Teacher Education

Extended Abstract
 
Introduction and Objectives: The term currere serves as the generative source of curriculum, referring to the complex dialogue between teacher and student with a focus on content and concepts. Prior to the emergence of currere, curriculum was merely defined in institutional terms. Unlike traditional approaches, currere does not necessarily center the school curriculum on training students in public schools to become specialists in a scientific discipline, test administrators, or compliant and efficient workers for different sectors of society. Rather, currere represents a point in the school curriculum where, through communication and critique of scientific knowledge, a form of civic commitment to preserving the planet is cultivated. It also teaches students how to think and act intelligently, to be sensitive to issues, and to embrace the courage of living both democratically and individually. Specifically, currere is an autobiographical method designed by William F. Pinar to provide a broad and deep understanding of one’s lived curriculum experience through recalling the past, imagining the future, and analyzing and synthesizing emerging themes. The present study aims to conceptualize currere as a research method in teacher education. The study adopts a qualitative approach, employing descriptive–analytical methods. As a significant concept in curriculum studies, currere contributed to the reconceptualization movement and, as a research method, had a profound impact on teacher education and related research. However, no study has yet undertaken a discourse analysis of research associated with currere. Therefore, this study analyzes research trends on currere in the context of teacher education and curriculum.
Method: This study systematically analyzes William Pinar’s currere method as a theoretical framework. The research follows a qualitative approach and employs descriptive–analytical methods. To examine research trends on currere in teacher education, the researcher reviewed and analyzed curriculum studies literature related to currere. First, the concept of currere was explored, followed by an examination of the stages of conducting currere research.
Results: Findings are presented in terms of the philosophical foundations of currere, its key research concepts, stages of currere research, and types of currere studies in teacher education. Based on this study, currere is identified as an autobiographical research method grounded in phenomenology, existentialism, interpretivism, deconstruction, psychology, and psychoanalysis. The most important key concepts of currere research in teacher education include subjectivity, voice, place, experience, self-understanding, mental reconstruction, and dialogue. Furthermore, the study identifies several types of currere research in teacher education:

Research on teachers’ practices and experiences, Examination of novice teachers’ and student-teachers’ subjectivities, Understanding students’ learning experiences (particularly for novice teachers and student-teachers), Philosophical and theoretical investigations of the concept of currere Among these, one of the most significant areas is research on teachers’ practices and experiences, which seeks self-understanding through analyzing one’s own teaching experience. Another important area is the exploration of novice teachers’ and student-teachers’ subjectivities, where currere provides the necessary framework for discovering their educational experiences. Additionally, currere can be applied to understanding students’ learning experiences, which has practical implications for improving teaching. Key concepts in this area include self-understanding, self-care, independent reflection, and the relationship between curriculum content and students’ personal experiences. Finally, philosophical and theoretical studies of currere highlight its educational and pedagogical significance and establish its value as a research method.

 
Discussion and Conclusion: Through dialogue centered on the currere process, emotional dissonance and anxiety—whether as part of novice teacher preparation or as daily stress experienced by veteran teachers in a demanding profession—can be addressed. The value of analyzing past perceptions that have shaped one’s current identity as a teacher lies in recognizing what is meaningful now and considering how to positively impact students’ lives. Accordingly, currere is an appropriate method for studying the lived experiences of teachers and student-teachers. As a foundational concept, currere played a crucial role in the reconceptualization of curriculum and can be regarded as a qualitative research method in teacher education. This study was conducted with the aim of conceptualizing currere as a qualitative research method for novice teachers and student-teachers. Currere provides opportunities to return to the beginning, project into the future, and then critically examine activities in real contexts. This process forms the basis for learning practical strategies to transform classrooms into constructive and positive spaces. It offers teachers insight and reflective grounding to perceive themselves as more than mere managers or supervisors of students. Thus, by reviewing curriculum literature related to currere, this study examined its concept, research stages, and philosophical foundations, presenting key concepts and types of currere research in teacher education.
Conflict of Interest: The author declares that there is no conflict of interest related to this research.