Internet resources abound for preservice teacher (PST) use today, but we do not know how they choose and describe their implementation of them. This study investigates 158 elementary PSTs’ lesson plans across eight courses to describe plan inspiration and justification. PSTs reported being inspired by cooperating teachers (CTs), friends and family members, university courses, and Internet resources. In some cases, these PSTs simply followed lesson plans given to them. In other cases, they collected, curated, synthesized, and applied ideas based on inspirations, showing dispositions of New Literacies Theory. This study provides evidence that teacher educators need to engage PSTs in intentionally developing the skills of curation by acknowledging and modeling the depth and breadth of resources, including those that are not necessarily sanctioned. Implications include ways that teacher educators can frame PSTs’ understandings as they critically consume online resources through Critical Curation Theory.

中文翻译：

---

将教师培养为批判性策展人：调查小学职前教师对课程规划的启发

今天，职前教师 (PST) 使用的互联网资源比比皆是，但我们不知道他们如何选择和描述他们的实施。本研究调查了 8 门课程中 158 个初级 PST 的课程计划，以描述计划的灵感和理由。据报告，PST 受到合作教师 (CT)、朋友和家人、大学课程和互联网资源的启发。在某些情况下，这些 PST 只是遵循给他们的课程计划。在其他情况下，他们根据灵感收集、策划、综合和应用想法，展示新文学理论的性情。本研究提供的证据表明，教师教育工作者需要通过承认资源的深度和广度并对其进行建模，从而使 PST 有意识地发展策展技能，包括那些不一定受到制裁的资源。