ABSTRACT
The teacher educator in the vignette above came face-to-face with the political and contextual realities of creating and implementing curricula as she experienced a shift in learner needs. In the context of the real world, the process of developing curriculum relevant to the context must be fl exible, recursive, and iterative. We use the term naturalistic process (Glatthorn, Boschee, & Whitehead, 2006) to refer to the
features of the curriculum design process that must be responsive to the context; therefore, it is concerned with the implemented curriculum, rather than the planned one.
