Gaining Awareness of Curricular Design

Existing research on mathematics teacher educators as curriculum designers has identified factors that influence design, principles to guide design activities, and professional pedagogical structures used in design. In this paper we use self-study of our curricular design activities drawing from primary sources including instructional activities, reflections, and analytic dialogues to develop awarenesses of curricular design informed by our commitment to relational constructivist teaching. Findings contribute representations of teacher educators as designers who draw from awakenings of self in relation to others and values of constructivist teaching. We describe design work as drawing from teacher educator’s philosophical commitments and experiences that inform learning to see preservice teachers’ curricular decisions in relation to possibilities for change.