Prior Teacher Experiences Informing How Post-Graduate Teacher Candidates See Teaching and Themselves in the Role as the Teacher.

This study examined the preconceptions and beliefs that 17 entry-level post-graduate preservice teachers held about the type of teacher they do and do not want to become. Results indicated that there are differences in the way the primary and secondary preservice teachers entering into this post-graduate teacher certification program interpreted their prior teacher experiences. There were differences in not only how but also why participating teacher candidates remembered their prior teachers. Specifically, results highlighted that it was those remembered teachers, which informed on how they saw teaching and themselves in the role of the teacher. Preservice teacher education, teacher cognition