How memories of school inform preservice teachers' feared and desired selves as teachers. (January 2016)

• Record Type: Journal Article
• Authors: Miller, Kyle; Shifflet, Rena
• Is Part Of: Teaching and teacher education. Volume 53(2016)
• Page Start: 20
• Page End: 29
• Publication Date: 2016-01
• Subjects: Possible selves -- School memories -- Prospective reflection -- Teacher identities; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2015.10.002
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: Elementary preservice teachers (N = 69) were asked to write about their memories of elementary school and reflect on the meaning of those memories in combination with course material. Based on the theory-driven thematic analysis, students reported memories that worked to create their desired and/or feared teacher self. Some students recognized a conflict between their memories and the effective teaching practices learned in the course, and only a few were able to negotiate their past memories with current practices and describe a plan of action. Findings elucidate the power of memories as preservice teachers prepare for the classroom. Highlights: The data set was comprised of writing samples of 69 elementary preservice teachers. Data were thematically analyzed using the possible selves theoretical framework. Past memories of school created future visions of the teacher self. Memories of teaching practices were often more powerful than course content.