Memories and reflections as sources for understanding teacher identity

This study explores the potential of using both image-based and text-based activities as a process for teachers to reflect on their memories of being students in an academic environment, and how they may have utilized these memories to construct their teacher identities. In my roles as teacher-researcher, I conducted the activities and follow-up discussion sessions by applying a reflective practice approach grounded in the research of Mitchell and Weber (1999). The findings present relationships and themes among the participants as well as the positive and negative consequences of the reflective practice. Concerning the construction of teacher identity, ideas of performance, the treatment of students, and clothing were common themes among the three participants. Particular methodology issues that arose during this study included: the participants, dislike of drawing; limited time for reflection; and my role as teacher-researcher conducting a study of my teacher colleagues. The most striking findings were that the participants showed resistance to the drawing and writing activities and that the participants only constructed connections between their memories and with their present teaching practices when I proposed various connections. Furthermore, the teachers never perceived themselves as researchers even though they were examining their own memories