Articles
DOI DOI: 10.67942/ijcer.2026.13.3.1003

Remembered Teacher Behaviors, Student Perceptions, and Emotions: Evidence from Pre-Service Teachers’ Memories

Osman Daşyol1, Mehmet Koçyiğit2
  1. 1 Afyon Kocatepe University, Institute of Social Sciences, Educational Administration Master’s Student, Afyonkarahisar, Türkiye
  2. 2 Afyon Kocatepe University, Faculty of Education, Department of Educational Administration, Afyonkarahisar, Türkiye

Abstract

This qualitative descriptive study examined the positive and negative teacher images emerging in pre-service teachers’ memories, the perceptions and emotions associated with these memories, and the characteristics they wished to emulate or avoid in their future teaching. The apprenticeship of observation was used as an interpretive framework. Twenty-seven pre-service teachers enrolled in six undergraduate teacher-education programs in Türkiye provided 54 teacher-specific written memories, including 28 positive and 26 negative accounts. The data were analyzed using predominantly inductive qualitative content analysis. Positive memories were concentrated at the elementary school level, whereas negative memories were more frequent at the high school level. However, these patterns were interpreted cautiously because of temporal distance and the structure of the elicitation prompts. Positive teacher images emphasized supportive and empathetic communication, caring and nurturing approaches, cheerfulness, and feelings of gratitude and love. Negative images were characterized by scolding and sarcastic approaches, critical communication, unfairness, and controlling conduct. Pedagogical competence also remained salient, while discipline was evaluated positively when associated with consistency, order, and safety rather than authoritarian control. Participants most often wished to emulate positive communication and personality characteristics and to avoid poor communication, negative personality traits, and weak professional competence. The findings support a non-deterministic interpretation of the apprenticeship of observation in which remembered teachers function as multidimensional professional reference points that are selectively evaluated rather than simply reproduced.

How to Cite

Daşyol, O., & Koçyiğit, M. (2026). Remembered Teacher Behaviors, Student Perceptions, and Emotions: Evidence from Pre-Service Teachers’ Memories. International Journal of Contemporary Educational Research, 13(3), 255–274. https://doi.org/10.67942/ijcer.2026.13.3.1003
Endnote/Zotero/Mendeley (RIS) BibTeX

References

  1. Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J. R. J., & Reeve, J. (2019). Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach. Journal of Educational Psychology, 111(3), 497–521. https://doi.org/10.1037/edu0000293
  2. Ahmed, N., & du Plessis, P. (2024). The role of classroom management in enhancing learners’ academic performance: Teachers’ experiences. Studies in Learning and Teaching, 5(1), 202–218. https://doi.org/10.46627/silet.v5i1.364
  3. Akgün, E., Yarar, M., & Dinçer, Ç. (2011). Okul öncesi öğretmenlerin sınıf içi etkinliklerde kullandıkları sınıf yönetimi stratejilerinin incelenmesi [The evaluation of classroom management strategies of preschool teachers in classroom activities]. Pegem Eğitim ve Öğretim Dergisi, 1(3), 1–9. https://doi.org/10.14527/C1S3M1
  4. Ashkanasy, N. M., & Dorris, A. D. (2017). Emotions in the workplace. Annual Review of Organizational Psychology and Organizational Behavior, 4, 67–90. https://doi.org/10.1146/annurev-orgpsych-032516-113231
  5. Bächler, R., & Salas, R. (2021). School memories of preservice teachers: An analysis of their role in the conceptions about the relationships between emotions and teaching/learning processes. Frontiers in Psychology, 12, Article 690941. https://doi.org/10.3389/fpsyg.2021.690941
  6. Becker, E. S., Goetz, T., Morger, V., & Ranellucci, J. (2014). The importance of teachers’ emotions and instructional behavior for their students’ emotions: An experience sampling analysis. Teaching and Teacher Education, 43, 15–26. https://doi.org/10.1016/j.tate.2014.05.002
  7. Botha, C. (2020). The impact of the apprenticeship of observation on pre-service teachers’ perceptions of teaching. Journal of Education, 81, 50–64. https://doi.org/10.17159/2520-9868/i81a03
  8. Bozdaş, E. O. (2008). The characteristics of effective teachers as perceived by primary school students and teachers [Master’s thesis, Middle East Technical University]. OpenMETU. https://hdl.handle.net/11511/18147
  9. Brunker, N. (2024). Learning to teach without an apprenticeship of observation: From home education to initial teacher education. The Australian Educational Researcher, 51(4), 1291–1309. https://doi.org/10.1007/s13384-023-00640-w
  10. Çakmak, M. (2009). Prospective teachers’ thoughts on characteristics of an “effective teacher.” Education and Science, 34(153), 74–82.
  11. Calderhead, J., & Robson, M. (1991). Images of teaching: Student teachers’ early conceptions of classroom practice. Teaching and Teacher Education, 7(1), 1–8. https://doi.org/10.1016/0742-051X(91)90053-R
  12. Çalışkan, M., Işık, A. N., & Saygın, Y. (2013). Öğretmen adaylarının ideal öğretmen algıları [Prospective teachers’ perception of ideal teacher]. İlköğretim Online, 12(2), 575–584.
  13. Cancino, M., Durán, M., & Solorza, C. (2020). What learning can do to teaching: Assessing the impact of apprenticeship of observation on pre-service teachers’ beliefs. English Teaching & Learning, 44(3), 297–312. https://doi.org/10.1007/s42321-019-00044-z
  14. Çetinkaya, U., & Koçyiğit, M. (2021). Öğretmenlerin psikolojik sermaye, örgütsel sessizlik ve örgütsel yabancılaşma düzeylerinin incelenmesi [Examination of teachers’ psychological capital, organizational silence and organizational alienation levels]. International Journal of Eurasia Social Sciences (IJOESS), 12(46), 1011–1040. https://doi.org/10.35826/ijoess.3030
  15. Chang-Kredl, S., & Kingsley, S. (2014). Identity expectations in early childhood teacher education: Pre-service teachers’ memories of prior experiences and reasons for entry into the profession. Teaching and Teacher Education, 43, 27–36. https://doi.org/10.1016/j.tate.2014.05.005
  16. Crowe, F., & McGarr, O. (2022). An investigation of preservice teachers’ apprenticeship of observation through a lens of autobiographical memory. Journal of Teacher Education, 73(4), 410–423. https://doi.org/10.1177/00224871221087199
  17. Davis, W. J. (2026). Understanding the aspiring educator: A narrative (re)examination of the apprenticeship of observation. Action in Teacher Education, 48(3), 176–196. https://doi.org/10.1080/01626620.2026.2642755
  18. Demir, Y., & Koçyiğit, M. (2014). Etkili İngilizce öğretmeninin özellikleri: Öğretim elemanı ve öğrenci algıları [Characteristics of effective English language teachers: Students’ and instructors’ perceptions]. The Journal of International Social Research, 7(29), 250–264.
  19. Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105–112. https://doi.org/10.1016/j.nedt.2003.10.001
  20. Gray, P. L. (2020). Mitigating the apprenticeship of observation. Teaching Education, 31(4), 404–423. https://doi.org/10.1080/10476210.2019.1631785
  21. Holzberger, D., Praetorius, A.-K., Seidel, T., & Kunter, M. (2019). Identifying effective teachers: The relation between teaching profiles and students’ development in achievement and enjoyment. European Journal of Psychology of Education, 34(4), 801–823. https://doi.org/10.1007/s10212-018-00410-8
  22. Kara, M. (2020). Pedagojik formasyon programı öğrencilerinin öğretmen ve ideal öğretmen algıları: Bir metafor çalışması [The perception of pedagogical formation students towards teachers and ideal teachers: A metaphorical study]. Eğitim ve İnsani Bilimler Dergisi: Teori ve Uygulama, 11(21), 111–132.
  23. Khuluse, N. L. (2009). The effect of discipline on academic achievement in secondary school [Master’s dissertation, University of Zululand]. University of Zululand Institutional Repository. https://hdl.handle.net/10530/410
  24. Koçyiğit, M., Erdem, C., & Eğmir, E. (2020). Self-evaluations of teachers and pre-service teachers with respect to their general competencies for teaching profession. Cumhuriyet Uluslararası Eğitim Dergisi, 9(3), 774–799. https://doi.org/10.30703/cije.651639
  25. Koçyiğit, M., & Tekel, E. (2021). Validity and reliability of the scale for grudge bearing in academic organizations: A scale development study. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 547–568. https://doi.org/10.33711/yyuefd.919429
  26. Lee, R., & Kim, J. (2025). The impact of teacher professional identity and teacher self-efficacy on EFL students’ learning outcomes. The Journal of Learner-Centered Curriculum and Instruction, 25(4), 831–849. https://doi.org/10.22251/jlcci.2025.25.4.831
  27. Lortie, D. C. (1975). Schoolteacher: A sociological study. University of Chicago Press.
  28. Lortie, D. C. (2005). Unfinished work: Reflections on Schoolteacher. In A. Lieberman (Ed.), The roots of educational change: International handbook of educational change (pp. 133–150). Springer. https://doi.org/10.1007/1-4020-4451-8_8
  29. Mara, E.-L., & Morar, L.-L. (2023). Current fundamental competences - The specifics of the teaching profession. International Conference on Knowledge-Based Organization, 29(2), 189–196. https://doi.org/10.2478/kbo-2023-0056
  30. Marici, M., Iosim, I., & Marin, C. D. (2025). The role of teachers’ emotional facial expressions on student perceptions and engagement for primary school students-an experimental investigation. Frontiers in Psychology, 16, Article 1613073. https://doi.org/10.3389/fpsyg.2025.1613073
  31. Meço, G. (2025). Geçmişten günümüze öğretmenlik mesleğine yönelik algılar: Metaforik bir analiz [Perceptions of the teaching profession from past to present: A metaphorical analysis]. Toplum, Eğitim ve Kültür Araştırmaları Dergisi, 4(1), 11–22. https://doi.org/10.5281/zenodo.15460343
  32. Metin, R., & Kuzey, M. (2025). Öğretmen adaylarının yaşamsal hafızalarına dayalı öğretmen rol modelleri [Teacher role models based on prospective teachers’ vital memories]. Bayburt Eğitim Fakültesi Dergisi, 20(45), 94–121. https://doi.org/10.35675/befdergi.1469665
  33. Mewborn, D. S., & Tyminski, A. M. (2006). Lortie’s apprenticeship of observation revisited. For the Learning of Mathematics, 26(3), 23, 30–32.
  34. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). SAGE Publications.
  35. MoNE. (2017). General competencies for teaching profession. Ministry of National Education Directorate General for Teacher Training and Development. https://oygm.meb.gov.tr/meb_iys_dosyalar/2018_06/29111119_TeachersGeneralCompetencies.pdf
  36. Moodie, I. (2016). The anti-apprenticeship of observation: How negative prior language learning experience influences English language teachers’ beliefs and practices. System, 60, 29–41. https://doi.org/10.1016/j.system.2016.05.011
  37. Naderi Anari, N. (2012). Teachers: Emotional intelligence, job satisfaction, and organizational commitment. Journal of Workplace Learning, 24(4), 256–269. https://doi.org/10.1108/13665621211223379
  38. Özbent, S. (2007). Sınıfta beden dili [Body language in the classroom]. Gazi Eğitim Fakültesi Dergisi, 27(2), 259–289.
  39. Özkan, M., & Arslantaş, H. İ. (2013). Etkili öğretmen özellikleri üzerine sıralama yöntemiyle bir ölçekleme çalışması [A scaling study using the ranking method on the characteristics of effective teachers]. Trakya Üniversitesi Sosyal Bilimler Dergisi, 15(1), 311–330.
  40. Pellikka, A., Lutovac, S., & Kaasila, R. (2018). The nature of the relation between pre-service teachers’ views of an ideal teacher and their positive memories of biology and geography teachers. Nordic Studies in Science Education, 14(1), 82–94. https://doi.org/10.5617/nordina.4368
  41. Pi, Z., Yang, H. H., Chen, W., Hu, X., & Li, X. (2022). Editorial: The role of teachers’ emotions in students’ outcomes: From the perspective of interpersonal emotions. Frontiers in Psychology, 13, Article 1075110. https://doi.org/10.3389/fpsyg.2022.1075110
  42. Sakız, G. (2016). Effective teaching and improving teacher quality. Journal of Theoretical Educational Science, 9(2), 214–244. https://doi.org/10.5578/keg.10451
  43. Sandelowski, M. (2000). Whatever happened to qualitative description? Research in Nursing & Health, 23(4), 334–340. https://doi.org/10.1002/1098-240X(200008)23:4%3C334::AID-NUR9%3E3.0.CO;2-G
  44. Sandelowski, M. (2010). What’s in a name? Qualitative description revisited. Research in Nursing & Health, 33(1), 77–84. https://doi.org/10.1002/nur.20362
  45. Sarason, S. B. (2005). World War II and schools. In A. Lieberman (Ed.), The roots of educational change: International handbook of educational change (pp. 11–24). Springer. https://doi.org/10.1007/1-4020-4451-8_2
  46. Schempp, P. G. (1987, April 20–24). A study of Lortie’s “apprenticeship-of-observation” theory in physical education [Paper presentation]. Annual Meeting of the American Educational Research Association, Washington, DC, United States. https://eric.ed.gov/?id=ED284833
  47. Smagorinsky, P., & Barnes, M. E. (2014). Revisiting and revising the apprenticeship of observation. Teacher Education Quarterly, 41(4), 29–52.
  48. Sun, Y., Zhou, G., & Deng, X. (2024). Emotional intelligence and joyful teaching: Pathways to enhanced student engagement and achievement. Lecture Notes in Education Psychology and Public Media, 52, 163–168. https://doi.org/10.54254/2753-7048/52/20241533
  49. Swarnalatha, S. (2019). Influence of teacher self efficacy on academic achievement of secondary school students. International Journal of Indian Psychology, 7(3), 680–684. https://doi.org/10.25215/0703.073
  50. Şehitoğlu, M., & Koçyiğit, M. (2023). The relationship between preschool teachers’ perceptions of parental approach and levels of emotional labor. Language Teaching and Educational Research, 6(1), 71–91. https://doi.org/10.35207/later.1207215
  51. Taşkaya, S. M. (2012). Nitelikli bir öğretmende bulunması gereken özelliklerin öğretmen adaylarının görüşlerine göre incelenmesi [The analysis of the characteristics a qualified teacher according to the opinions of prospective teachers]. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(33), 283–298.
  52. Tosuntaş, Ş. B. (2020). Öğretmenlik mesleği genel yeterliklerinin incelenmesi [Examination of general competencies for teaching profession]. Academy Journal of Educational Sciences, 4(1), 53–61. https://doi.org/10.31805/acjes.746234
  53. Uitto, M., Lutovac, S., Jokikokko, K., & Kaasila, R. (2018). Recalling life-changing teachers: Positive memories of teacher-student relationships and the emotions involved. International Journal of Educational Research, 87, 47–56. https://doi.org/10.1016/j.ijer.2017.11.004
  54. Üstüner, M., Abdurrezzak, S., & Yıldızbaş, Y. V. (2021). Öğretmenlerin ideal öğretmen özelliklerine ilişkin görüşleri [Teachers’ views on ideal teacher characteristics]. Milli Eğitim Dergisi, 50(229), 567–585.
  55. Van Hook, C. W. (2002). Preservice teachers reflect on memories from early childhood. Journal of Early Childhood Teacher Education, 23(2), 143–155. https://doi.org/10.1080/1090102020230206
  56. Wang, S., Lu, Z., Li, C., & Zhang, Y. (2024). How teachers’ emotional leadership influences college students’ learning engagement. Behavioral Sciences, 14(9), Article 748. https://doi.org/10.3390/bs14090748
  57. Wang, Z., & Pan, X. (2025). Exploring the impact of academic self-concept on learning engagement: The mediating role of teacher expectations. Social Education Research, 6(2), 326–339. https://doi.org/10.37256/ser.6220256772
  58. Yurt, Ö., & Keleş, S. (2019). Etkili okul öncesi öğretmenlerinin kişisel özellikleri: Kısa hikaye çalışması [Personal characteristics of effective preschool teachers: A vignette study]. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 16(1), 561–593. https://doi.org/10.23891/efdyyu.2019.182