No abstract

Abstract:The purpose of this paper is to synthesize findings from three studies that have addressed the conceptualization and application of the metaphor construct to the study of teachers and teaching. We specifically examined the perspectives of elementary and secondary preservice teachers, how the particular metaphors indicated conceptualizations of and orientations to classroom life, and how metaphors influenced teachers' approaches to teaching, curriculum and their work with pupils. We frame the discussion in light of the larger literature on the relationship of beliefs and practices as it relates to learning to teach and teacher education. The paper provides implications for linking the research reported with contemporary ideas for teaching and teacher preparation. 2Over the past two decades researchers and teacher educators have shown increasing interest in metaphor research as a means to better understand how teachers conceptualize their most basic views about schooling, life, children, curriculum and teaching. There is a growing body of international literature that supports the study and use of teacher's metaphorical images in understanding how they conceptualize their work and themselves in that work (Inbar, 1996;Martinez, Sauleda, & Huber, 2001;Oxford, Tomlinson, Barcelos, Harrington, Lavine, Saleh, & Longhini, 1998;Saban, Kocbeker, & Saban, 2007). More recently researchers have followed teachers into their classrooms to see where and how metaphorical images held by teachers influence their interactions with children and their actual teaching practices. This paper will synthesize findings from three studies that have addressed the conceptualization and application of the metaphor construct to the study of teachers and teaching. Further, the paper will provide some implications for linking the research reported with contemporary ideas for teaching and teacher preparation. MetaphorsOne way of examining preservice teachers' beliefs is to identify the conceptual devices they use to make sense of their work and lives. Perhaps the most potent of these devices is the metaphor. For the purposes of this line of research, metaphor refers to those analogic devices that lie beneath the surface of a person's awareness, and serve as a means for framing and defining experiences (Hardcastle, Yamamoto, Parkay, & Chan, 1985;Neisser, 2003;Yamamoto, Hardcastle, Muehl, & Muehl, 1990). Teacher beliefs are derived from held metaphors (and relationships between them) and are what teachers believe to be true about their work. Much of the earlier research has focused on preservice teachers who have already been enrolled in several education courses, or on in-service teachers (e.g., Bullough, 1991). Less research has focused on Humans use words and images to interpret life, their experiences, and even their sense of self. "Metaphor," according to Yob (2003), "is employed when one wants to explore and understand something esoteric, abstract, novel or highly speculative…Knowing and how human beings come to know (education) are ...

Abstract:The purpose of this study was to examine pre-service elementary teachers' metaphors of teaching and literacy and then relate their metaphorical images of literacy to content presented in the reading methods course. Specifically, fifty-two participants generated responses to open-ended statements, "Teaching is. . ." and "Literacy is. . ." Results indicated that the pre-service teachers' metaphors could be grouped into eleven themes for teaching and fourteen themes for literacy. Two themes of teaching that arose in previous research, nurturing and guiding, were evident in the responses of this population as well, illustrating their commonality and perhaps universal nature. The primary literacy theme was the parts/ingredients metaphor (N=8). Four dominant metaphors of literacy were identified: sequence of knowledge and skill, parts that come together as a whole, foundation of life, and journey. Twenty-three (or 44%) of the pre-service teachers wrote metaphors that related to content presented in the reading methods course. We advocate that future research should solicit pre-service teachers' metaphors of literacy early in the teacher preparation program and students should be taught to examine their metaphors throughout the course of study. Further, novice teachers should be followed into the classroom and monitored as they engage in learning to teach. We believe the metaphor will continue to be a powerful conceptual means for framing and defining teachers' awareness of their beliefs. Vygotsky (1962), argue that language itself defines and limits our thinking, just as our past experiences influence the way we view and interpret present and future experiences. Over the past two decades researchers and teacher educators have shown considerable interest in metaphors as a means to better understand how teachers perceive their most basic views about schooling, life, children, curriculum and teaching (Lakoff & Johnson, 1980;Munby, 1986;Provenzo, McCloskey, Kottkamp & Cohn, 1989;Tobin, 1990). A metaphor has been defined as a "figure of speech in which a word or phrase literally denoting one kind of object or idea is used in place of another by way of suggesting a likeness or analogy between them" (Webster's, 1961, p. 528).There is a growing body of literature that supports the study and use of teachers' metaphorical images in understanding how they conceptualize their work and themselves in that work. Typically, teachers' metaphors of teaching, children and life have been solicited, but rarely have teachers' metaphors of a content area been explored. Few studies, if any, have specifically solicited pre-service teachers' metaphorical beliefs about literacy. Therefore, the purpose of this study was to examine pre-service elementary teachers' metaphors of teaching in general and . Pre-service teachers' metaphors of teaching and literacy. Reading Psychology, 29(1), 31-60. Publisher's official version: http://dx

. (2005). Metaphors and sense of teaching: How these constructs influence novice teachers. Teaching Education, 16(3), 213-229. Publisher's official version: http://dx.doi.org/10.1080/10476210500204887. Open Access version: http://kuscholarworks.ku.edu/dspace/. Abstract:The purpose of this study was to identify the root metaphors of secondary classroom teachers and to observe ways in which these constructs influence teachers' work with their students and their environments. Specifically, five case studies of novice teachers were presented. Results indicated that the metaphor of life as a tree was the most common view and that all five participants held a similar childhood metaphor in which they tended to idealize childhood. Overall, the data showed the persistence of ideas that beginning teachers bring to their university preparation and those beliefs extend into actual classroom practice. Teacher development seemed to be more influenced by the schooling environment rather than the preservice preparation the teachers received. Furthermore, these novice teachers felt conflict between their held-beliefs and the reality of teaching and schooling. Implications for teacher educators and future research are included.

. Preservice teachers' metaphors of teaching in relation to literacy beliefs. Teachers and Teaching: Theory and Practice, 14(1), Abstract:The purpose of this study was to examine preservice elementary and secondary English and foreign language teachers' metaphors and relate their metaphorical images to conceptions of literacy. Specifically, sixty-six participants completed a questionnaire that solicited their sense of teaching. Results indicated that the preservice teachers' beliefs could be categorized into nine themes. The most common metaphors for teaching were nurturing, guiding, promoting learning and qualities of effective teachers. In comparing response patterns between elementary and secondary, there was considerable overlap among and between categories. There appeared to be limited variability in responses specifically among secondary majors. An association was found between four metaphors and literacy beliefs. We advocate that future research should solicit preservice teachers' metaphors of literacy across content areas and then compare the selected metaphors to their teacher education literacy program in order to better align student learning with the program's conceptual framework. Further, novice teachers should be followed into the classroom and monitored as they engage in learning to teach. We believe the metaphor will continue to be a powerful conceptual means for framing and defining teachers' awareness of their beliefs.metaphors and literacy 2