It has been suggested that the curriculum development process should focus on three factors: people, programmes and process in order to achieve the idealised goals. In other words, for a curriculum to be successfully enacted, it should encompass societal needs (social reasoning), facts as representative of a specific discipline (professional reasoning) and the unique strategies adopted by the educator to attain desired goals (personal reasoning). These three factors are driven and influenced by educators’ reasoning (social, professional and personal), which drive and have an impact on their practice. The purpose of this article is to explore three propositions of educators’ reasoning. Such reasoning is divided into personal, social, and professional reasonings, and their effects on successful attainment of curriculum goals. Using an interpretive qualitative case study, 20 participants were selected using purposive sampling: with two selected using convenience sampling for the reported study. Data were generated using reflective activities and one-on-one semi-structured interviews. The findings demonstrate that being grounded in either social or professional reasoning, while disregarding the other, may hamper the attainment of goals. Thus, this article recommends integration and alignment of the three propositions of reasoning (personal, social, and professional) in order to successfully attain curriculum goals.

中文翻译：

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教育者的推理及其对成功实现课程目标的影响

已经提出，课程开发过程应集中在三个因素上：人员，程序和过程，以实现理想的目标。换句话说，要成功地制定课程，课程应包括社会需求（社会推理），代表特定学科的事实（专业推理）以及教育者为实现预期目标所采用的独特策略（个人推理）。这三个因素受教育者的推理（社会的，专业的和个人的）驱动和影响，这些推理对他们的实践产生影响。本文的目的是探讨教育者推理的三个命题。这种推理分为个人，社会和专业推理，以及它们对成功实现课程目标的影响。使用解释性定性案例研究，使用目的抽样选择了20名参与者：对于报告的研究，使用便利抽样选择了两名参与者。数据是通过反思活动和一对一的半结构化访谈产生的。研究结果表明，基于社会推理或专业推理，而无视其他推理，可能会阻碍目标的实现。因此，本文建议对推理的三个命题（个人，社会和专业）进行整合和统一，以成功实现课程目标。研究结果表明，基于社会推理或专业推理，而无视其他推理，可能会阻碍目标的实现。因此，本文建议对推理的三个命题（个人，社会和专业）进行整合和统一，以成功实现课程目标。研究结果表明，基于社会推理或专业推理，而无视其他推理，可能会阻碍目标的实现。因此，本文建议对推理的三个命题（个人，社会和专业）进行整合和统一，以成功实现课程目标。