Possibilities for using visual drawing with student-teachers: Linking childhood memories to future teaching selves

• Published in: Teaching and teacher education Vol. 110; p. 103599
• Main Author: Sonu, Debbie
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01-02-2022
• Subjects: Childhood; Memories; Teacher education; Visual methodologies; Teacher education; Memories; Childhood; Drawings; Visual methodologies
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2021.103599

Drawing from memory-work, this study examines the relationship between childhood and the pedagogical perspectives and practices of 16 pre-service student-teachers enrolled at one large university in the United States. In an analysis of their visual drawings and written narratives of childhood memories, student-teachers link childhood pasts with teaching futures in three distinct ways: 1) intimate connections with former teachers, 2) difficult life circumstances involving loss or trauma, and 3) the primacy of family and culture. Each set of memories is tied to a range of responsibilities that student-teachers vow to uphold, leading towards more reflexive practices in teacher education programs.
•Visual drawings of childhood memories can elicit new dimensions on learning to teach.•Childhood memories are connected to perspectives on future teaching-selves.•Reflecting on childhood experiences can give reason to pedagogical desire.•Teacher subjectivity should be central to teacher education.