Circling a memory: a layered reflective method for generating subjective knowledge about childhood and teacher identity

Abstract

This paper describes a memory and life story process engaged in by three former early childhood teachers. The reflective process was based in interpretative phenomenological analysis (IPA) and proceeded in a recursive and layered manner, circling around the participants’ memory narratives. The aims of the study were: (1) to develop a critical approach to generating knowledge about childhood, and (2) to consider a teaching strategy for memory work in teacher education programs.

Keywords:

• Reflective learning
• early childhood education
• memory work
• childhood
• teacher identity
• life story
• teacher education