Preservice Teachers’ Academic Memories of School

• In Event: Adults: Dementia, Personality, Cognition, Depression, and Memories

Abstract

A study based in the autobiographical memory paradigm was conducted to examine preservice teachers’ academic recollections about school subjects. Undergraduate teacher education majors (n=83) were directed to recall memories about school subjects they plan to teach or those they do not plan to teach. Pleasant ratings are higher than unpleasant ratings for all of the memories. The percentages of pleasant memories for the “plan to teach” category are higher than the pleasant memories for the “do not plan to teach” category. In contrast, the percentages of unpleasant memories for the “do not plan to teach” category are higher than the unpleasant memories for the “plan to teach” category.

Authors

• Patricia A. Haught, West Virginia University

• Anne H. Nardi, West Virginia University

• Richard T. Walls, West Virginia University