TY - JOUR
T1 - Recycled teacher memories and upcycled teacher memories
T2 - categorising pre-service teachers’ recollections of past teachers
AU - McGarr, Oliver
AU - Gavaldon, Guillermina
N1 - Publisher Copyright:
© 2019, © 2019 University of Cambridge, Faculty of Education.
PY - 2019/9/3
Y1 - 2019/9/3
N2 - The ‘learner biography’ is commonly used in teacher education to assist in the unpacking of schooling experiences. Although past teachers are often central in these memories, the educational benefit of these recollections for the student teacher’s development is often dependent on how these experiences are recalled as they form the basis of further analysis and interrogation. Through an analysis of written learner diaries by pre-service teachers in Spain, this study aimed to explore how past teachers were recalled from a psychological, cognitive perspective. The study found that teachers were presented in a polarised manner as either ‘good’ or ‘bad’. However, more significantly, analysis of the student teachers’ descriptions indicate that some recollections were framed through subsequent theoretical perspectives acquired as part of their teacher education programme while others were not. A theoretical model to understand pre-service teachers’ memories of teachers is outlined and its implications for teacher education are discussed.
AB - The ‘learner biography’ is commonly used in teacher education to assist in the unpacking of schooling experiences. Although past teachers are often central in these memories, the educational benefit of these recollections for the student teacher’s development is often dependent on how these experiences are recalled as they form the basis of further analysis and interrogation. Through an analysis of written learner diaries by pre-service teachers in Spain, this study aimed to explore how past teachers were recalled from a psychological, cognitive perspective. The study found that teachers were presented in a polarised manner as either ‘good’ or ‘bad’. However, more significantly, analysis of the student teachers’ descriptions indicate that some recollections were framed through subsequent theoretical perspectives acquired as part of their teacher education programme while others were not. A theoretical model to understand pre-service teachers’ memories of teachers is outlined and its implications for teacher education are discussed.
KW - Pre-service teacher
KW - autobiographical memory
KW - learner autobiography
KW - teacher education
UR - http://www.scopus.com/inward/record.url?scp=85063732495&partnerID=8YFLogxK
U2 - 10.1080/0305764X.2019.1581136
DO - 10.1080/0305764X.2019.1581136
M3 - Article
AN - SCOPUS:85063732495
SN - 0305-764X
VL - 49
SP - 623
EP - 635
JO - Cambridge Journal of Education
JF - Cambridge Journal of Education
IS - 5
ER -