Curriculum is widely recognised as a complex construct, subject to multiple definitions and interpretations (Poulton & Golledge, 2024). Its conceptualisation cannot be dissociated from the contexts in which it is defined and implemented, as Breault & Marshall (2010) argue. Traditional perspectives, such as the curriculum-as-product approach, emphasise behaviour modification and objective-driven design (Kelly, 2009). In contrast, alternative views highlight curriculum as a dynamic, teacher-mediated process that evolves through classroom interactions (Stenhouse, 1975). Thus, teachers are key actors in curriculum development. The notion of “teachers as curriculum-makers” (Craig, 2009) challenges the idea of curriculum as static, framing it as a lived experience shaped through teacher-student interactions. Finnanger & Prøitz (2024) emphasise the value of teacher involvement in curriculum-making, leveraging their pedagogical knowledge and classroom realities. However, meaningful participation requires specific competencies, including micro-political and interpersonal skills to foster democratic school cultures and advocate for shared educational values (Leeman et al., 2020). Ben-Peretz (1990) identifies three possible teacher roles in curriculum implementation: the transmitter of curricular ideas, who relies on rigid, pre-established materials; the active role, who adapts curricular concepts with support from professional development; and the full partner in curriculum development, who shapes content to their students' needs. These roles reinforce the argument that supporting teachers as curriculum-makers requires relevant professional development opportunities that align with school realities, ensuring they can effectively navigate both top-down directives and localised educational needs (Leeman et al., 2020). In the Portuguese context curriculum reflects a paradox, as it is centrally defined through top-down policies yet aspires to be context learner-centered. Despite efforts to make curricular practices more flexible, conventional content-focused approaches persist, influenced by external assessments and school rankings. Recent reforms, such as Autonomy and Curricular Flexibility (ACF) and the Profile of Students at the End of Compulsory Schooling (PASEO), acronym in Portuguese), sought to address these challenges (Almeida & Viana, 2023). The Decree-Law 55/2018 reinforced this shift by promoting a flexible, competency-based framework (Roldão et al., 2017). Yet significant tensions remain between traditional structuresandcontemporary educational needs.While curriculum studies are well-documented in educational research, the extent to which pre-service teachers critically engage with curriculum definitions, roles, and challenges remains underexplored. This topic is particularly relevant in the current context of teacher shortages and ongoing initiatives related to curriculum, assessment, and inclusion. Thus, this study explores how pre-service teachers perceive curriculum, their roles, and the challenges they encounter in its development. Specifically, this study focuses on the curriculum by analysing narratives written by first-year Master's in Teaching students in a Portuguese Public University.

This study is part of a wider research entitled ‘Narratives on the Teaching Profession’ aiming at investigating Portuguese pre-service teachers’ perceptions about curriculum, assessment, and their motivations to become a teacher. In this paper, the perceptions of pre-service teachers about curriculum, as well as their role in its development, are explored. Written narratives were used.ws. A narrative approach is often used in research on teachers' lives and work (Schatz-Oppenheimer & Dvir, 2014; Haraldstad & Kristiansen, 2019) to highlight the value of writing personal stories for professional development (Orland-Barak & Maskit, 2011; Haraldstad & Kristiansen, 2019). Analysing the narratives of future teachers may help to find out their perspectives on teaching and about the teachers they want to become. The following research goals are addressed in this paper: 1. To explore the pre-service teachers' conceptions of curriculum. 2. To look at how they see their role in curriculum development. A total of 149 first year Master's in Teaching students from a public university in Portugalparticipated in the study. They come from various fields of knowledge. Data were collected at the beginning of the first semester of the 2023/24 academic year. Most participants were female and aged between 20 and 25 years. Data were collected in the first lesson of the course “Curriculum and Assessment”, a cross-curricular component of all master’s degree in teaching. The course is mandatory for all future teachers. In the process of data collection, ethical considerations and protocols were considered, namely issues of confidentiality, informed consent, voluntary participation, and participants’ rights.Ethical approval was obtained from the Ethics Committee for Research in Social and Human Sciences. Data were collected through a google docs form (n=114), via link sent to the students.. However, 33 participants preferred to write their narratives by the handwriting. Data analysis incorporated a narrative approach, considering its holistic and categorical dimensions, as outlined by Lutovac and Flores (2021). A thematic analysis using an inductive approach was developed. The participants' responses were systematically coded based on emerging themes (Lutovac & Flores, 2021).

The narratives from the Portuguese pre-service teachers reveal a predominant view of the curriculum as a structured organisation of subjects, contents, and programmes, identifying it as a guiding element of the teacher's work with a focus on teaching. However, the narratives also reflect a broader understanding of the curriculum, recognising the importance of learning strategies and assessment, and perceiving the curriculum as a developmental journey, where teachers' agency and professionalism are key issues. The dominance of the "curriculum as programme” reflects traditional, centralised education systems. However, the emergence of more dynamic perspectives signals a gradual shift toward flexibility and contextualisation. While many future teachers feel constrained by a rigid system, many view themselves as agents of change, suggesting potential for a more transformative role in curriculum development. The tension between policy intentions (ACF, PASEO) and the realities in schools’ points to barriers in curriculum reform, such as lack of autonomy and outdated content. Findings emphasise the importance of incorporating reflective spaces for curriculum design in initial teacher education programmes. This may involve discussions about different curricular approaches, teaching methods, assessment strategies, and the role of teachers in shaping the curriculum. These insights underscore the necessity of fostering a broad and dynamic vision of the curriculum that is aligned with principles of flexibility, autonomy, and inclusion. Additionally, investing in the professional development of pre-service teachers is essential to equip them with knowledge and competences to meet the contemporary challenges of education.

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