Curriculum Theory:

Impact and relevance in teaching practice

Abstract

This article demonstrates the importance, impact, and relevance of mastering curriculum theory for teaching performance and work at any educational level, whether in early childhood education, elementary school, secondary education, or higher education. It is an essential component of teacher training processes at the undergraduate and graduate levels. The purpose of this article is to analyze the impact, strengths, limitations, and relevance of the curriculum theory course on teaching practice. The research follows a qualitative approach, seeking to explore the meanings, experiences, contexts, learning, and perspectives of the participants. To achieve this, the inductive method was applied, allowing for observation and identification of patterns or trends related to the study proposal. Among the techniques used were a semi-structured questionnaire, generating questions, participant observation, and documentary analysis. Twenty students enrolled in the graduate program in University Teaching participated, specifically in the Curriculum Theory course. It was concluded that Curriculum Theory is highly relevant for improving teaching practice, as it contributes to the quality of education and generates meaningful learning. The study of curriculum theory allowed us to recognize that teachers must adapt their learning proposals to the diversity of their students, aligning content with their training needs. Teachers must be, above all, researchers; mastery of the theoretical and practical elements of the curriculum will allow them to undertake research that provides results that allow them to create and innovate through their teaching practice.