How memories of school inform preservice teachers' feared and desired selves as teachers

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 a few were able to negotiate their past memories with current practices and describe a plan of action. Findings elucidate the power of memories as preservice teachers prepare for the classroom.