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.