ABSTRACT
This chapter explores the use of visual methods-specifi cally object-memory-in the examination of teacher formation and looks at the role that embodiment and embodied memories play in the development of the veteran teacher’s individual teaching philosophy or pedagogical beliefs. I look at the issues that inform our understanding of memory, the subjectivity of memory, and the relationship between embodied memories and teacher formation. Moving beyond traditional qualitative interview techniques, I experiment with object-memory as a potential method for exploring how we make meaning of memories, how these meanings are constructed, lived, and ultimately embodied throughout the teacher formation process.
