Preservice teachers’ schooling during their “apprenticeship of observation” has long been a focus of attention in teacher education as it is seen as influential in the development of teacher beliefs and in limiting preservice teachers’ openness to alternative conceptions of teaching. Looking through the lens of autobiographical memory, the research engaged 42 preservice teachers in semi-structured interviews exploring their talk about secondary schooling experiences. This research found that the participating preservice teachers agentically constructed nuanced schooling memories. Rather than their experiences of schooling practices imposing conceptions of teaching on them, participants were selective in encoding and recalling practices congruent with their goal of becoming a teacher. While acknowledging the important contribution of the apprenticeship of observation construct, these research findings suggest that when viewed through the lens of autobiographical memory, the construct is more nuanced than commonly presented, and, thus necessitates further consideration by teacher educators.

职前教师“观察学徒”期间的学校教育长期以来一直是教师教育关注的焦点，因为它被视为对教师信念的发展和限制职前教师对替代教学概念的开放性有影响。从自传体记忆的角度来看，这项研究让 42 名职前教师参与了半结构化访谈，探讨了他们关于中学教育经历的谈话。这项研究发现，参与的职前教师会主动构建细致入微的学校教育记忆。参与者没有将他们的学校教育实践经验强加于他们的教学概念，而是选择性地编码和回忆与他们成为教师的目标一致的实践。