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International Journal of Education and Practice

January 2015, Volume 3, 1, pp 48-65

Episodic Memories among First and Fourth Graders Early Childhood University Student Teachers, Concerning Teachers’ Behaviors: A Mixed Method Approach

Domna Kakana


Christina Roussi-Vergou


Fotini Garagouni-Areou


Anastasia Mavidou

Domna Kakana 1 Christina Roussi-Vergou 1 ,
Fotini Garagouni-Areou 1 Anastasia Mavidou 1 

  1. Department of Early Childhood Education, University of Thessaly, Argonafton & Filellinon, Volos, Greece 1

Pages: 48-65

DOI: 10.18488/journal.61/2015.3.1/

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The content of school year memories of University student teachers in early childhood education was explored. 183 first and fourth year student teachers were asked to recall and write a small text about one or two positive/negative episodes of their entire school life, which influenced them profoundly. A mixed method approach was used and it was found that student teachers’ memories originate equivalently from their entire school life, with negative incidents dominating their memories. Older students recall more negative school life incidents and seem more sensitized to teachers’ negative behaviors, their descriptions are more sophisticated, and propose more positive alternatives.  
Explores the main thematic areas of student teachers’ early episodic memories from their past school years.
Student teachers’ episodic memories are rich and vivid and offer a valuable material for exercising in imagination new practices and methods.
University training has an impact in the organization of student teachers’ episodic memories

Contribution/ Originality
This study contributes in the (scarce) existing research concerning the episodic memories of student-teachers, concerning their past experiences as students. Our research, as bringing autobiographical memories material, contributes to our better understanding of student teachers’ attitudes, fosters ideas in shaping effective teachers’ training curricula and enables intercultural comparisons. 




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This study received no specific financial support.

Competing Interests:

The authors declare that they have no competing interests.


All authors contributed equally to the conception and design of the study.

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