Preservice teachers reflect on memories from early childhood

Abstract

This study investigated the childhood memories of preservice teachers at the onset of their teacher education program. Preservice teachers (n = 59) were asked to complete a self‐reflection assignment by writing about their earliest significant school memory. Memories, a subjective transcription of one's experiences, feelings, and beliefs, were analyzed and themes were identified: Positive Teacher Characteristics and Strategies (including Positive Guidance Strategies, Teacher Demonstrated Warmth and Empathy, and Teacher Planned Special Events and Activities for Children), Negative Teacher Characteristics and Strategies (including Negative Guidance Strategies and Teacher Demonstrated a Lack of Respect and Empathy for Children), and Peer Interactions. In addition, preservice teachers’ present emotional response to the early school experience was analyzed. Results are discussed in terms of themes that are important for self‐reflection exercises in teacher education programs having an orientation toward reflective practice. It has been suggested that the study of beliefs may be a significant psychological construct for teacher effectiveness research (Fenstermacher, 1979; Pintrich, 1990). Research suggests that teachers’ memories of childhood and early school experiences may influence the values, beliefs, and expectations embraced for future teaching practices (Calderhead & Robson, 1991; Lortie, 1975).