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

Drawing from memory-work, this study examines the relationship between childhood and pedagogical perspectives practices of 16 pre-service student-teachers enrolled at one large university in United States. In an analysis their visual drawings written narratives memories, link pasts with teaching futures three distinct ways: 1) intimate connections former teachers, 2) difficult life circumstances involving loss or trauma, 3) primacy family culture. Each set memories is tied to a range responsibilities that vow uphold, leading towards more reflexive teacher education programs.