How memories of school inform preservice teachers' feared and desired selves as teachers
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...
Paper Details
Title
How memories of school inform preservice teachers' feared and desired selves as teachers
Published Date
Jan 1, 2016
Volume
53
Pages
20 - 29
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Notes
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