Consequences of personal teaching metaphors for teacher identity and practice

Erickson, Lynnette B.; Pinnegar, Stefinee

doi:10.1080/13540602.2016.1203774

Cited by 50 publications

(26 citation statements)

References 24 publications

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“…She uses metaphors (Golombek & Doran, ) when describing her thoughts and emotions (‘ it hits me ’, ‘ pieces fit together ’, ‘ the whole picture ’, ‘ drops ’). Ericson and Pinnegar () write that the teachers’ metaphors can uncover their understanding of teaching and how they engage with students. This teacher's way of speaking about her student relationships suggests that she is taking care of students’ emotions and encountering them as individuals.…”

Section: Resultsmentioning

confidence: 99%

Emotions involved in encountering classroom diversity: Beginning teachers’ stories

Hyry-Beihammer

Jokikokko

Uitto

2019

British Educational Res J

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This article addresses emotions involved in encountering classroom diversity as appearing in beginning teachers’ stories. Previous research has pointed out that teachers’ emotions related to growing classroom diversity are seldom addressed, although increasing classroom diversity has been distinguished as a significant emotional challenge for teachers. In this article, teachers’ work is viewed as relational and moral work, in which emotions are inherently present. We conceptualise emotions as simultaneously social and individual. Instead of predefining the term ‘diversity’, we are interested in what kind of classroom diversity seems to become meaningful in teachers’ stories. The data consists of narrative interviews with seven Finnish beginning teachers. The findings illustrate how, in beginning teachers’ stories, students are both categorised and approached as unique individuals. Furthermore, the findings show diverse ways that emotions are present in teachers’ stories about classroom diversity, and how the working community also affects teachers’ emotions. We argue that teachers’ stories related to emotions and classroom diversity can be interpreted as moral negotiations, in which teachers’ own values and ideas of teaching are challenged. The findings of this article may add understanding of teacher–student relationships in diverse classrooms, and are also significant for teacher educators and teacher education programmes.

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Section: Resultsmentioning

confidence: 99%

Emotions involved in encountering classroom diversity: Beginning teachers’ stories

Hyry-Beihammer

Jokikokko

Uitto

2019

British Educational Res J

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“…It is true that educators have their personal beliefs concerning the educational process. It is a mixture of knowledge and experience that they have accumulated during their life and it is strongly connected with the way they confront life in general 2 (Erickson and Pinnegar 2017;Eilam and Povas 2009). In light of this, it is important to ask ourselves -what kind of educators we want to be?…”

Section: The Freirean Educationmentioning

confidence: 99%

Educación anti-opresiva: mensages de Paulo Freire

Dedotsi¹,

Paraskevopoulou-Kollia²

2019

Comunitania

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El presente artículo presenta una discusión crítica acera de la educación como un proceso en el aula pero también como una institución contextualizada en ámbitos más amplios. Las limitaciones y los desafíos afrontados por los educadores hen reducido la educación a un proceso orientado a lograr metas y resultados que a menudo reproducen las normas y el conocimiento de la sociedad. Sin embargo la pedagogía antiopresiva de Freire puede ser utilizada como una herramienta inspitadora y útil tanto para deconstruir como para reconstruir realidades otrora opresivas y tanto desde dentro como desde fuera de las aulas. Siguiendo una descripcion en profundidad de la conceptualizacion freireana de educación, el artículo concluye con una serie de implicaciones para educadores comprometidos con la justicia y con lo anti opresivo.This paper provides a critical discussion of education as a process in classroom but also as an institution within wider contextual structures. The limitations and challenges faced by educators have reduced education in a target/outcome focused process that reproduce societal norms and ‘knowledge’. However, the anti-oppressive pedagogy of Freire, it is argued, can be used as an inspirational and helpful tool to deconstruct and reconstruct oppressive reality within and outside class. Following an in depth description of Freire’s conceptualization of education, the paper concludes with a number of implications for educators who are committed to anti-oppression and social justice.

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“…Features attributed from the source of metaphor to the subject of metaphor (The word "precious" in the statement, "FMs are like boron mine because they are precious.") This question which was prepared examining the studies by Erickson and Pinnegar (2017), Ma and Gao (2017), Shaw and Mahlios (2011), Vickery (2018), was presented to two field experts for their opinions. The question was arranged according to the opinions of the field experts.…”

Section: Development and Application Of Data Collection Toolmentioning

confidence: 99%

Determining the Perceptions of Female Mathematics Teachers Concerning the Concept of “Female Mathematician” Through Metaphors

Yildiz

2018

JETS

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The aim of this study is to analyze the perceptions of female mathematics teachers concerning the concept of "female mathematician" through metaphors. In the study, phenomenology method was used. The participants consisted of 98 female mathematics teachers who work at secondary schools. The data was obtained through the statement "Female mathematicians are like ... because ..." completed by female mathematics teachers. The teachers were asked to write a metaphor in the first blank concerning the concept of female mathematician and they wrote their reasons of writing that metaphor in the second blank. The data was analyzed through content analysis method. At the end of the study, it was determined that the teachers had formed 71 different metaphors concerning female mathematicians. The first three concepts occurring to the minds of mathematics teachers concerning the concept of female mathematician were found as "male mathematician", "mother" and "equation". Additionally, it was determined that the metaphors of the teachers were collected under six different categories. Among these categories, the category of "female mathematician as a person who has desired qualities and is needed" was observed to be emphasized more distinctly. It was also seen that explanations of the teachers were collected under 34 features and among these features; the codes of "scarcity" and "incomprehensibility" were emphasized more distinctly. Finally, it was determined that metaphors, categories and features concerning female mathematicians had a positive meaning in general. It is recommended to enhance the living and working conditions of female mathematics teachers and increase their number.

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Consequences of personal teaching metaphors for teacher identity and practice

Cited by 50 publications

References 24 publications

Emotions involved in encountering classroom diversity: Beginning teachers’ stories

Emotions involved in encountering classroom diversity: Beginning teachers’ stories

Educación anti-opresiva: mensages de Paulo Freire

Determining the Perceptions of Female Mathematics Teachers Concerning the Concept of “Female Mathematician” Through Metaphors

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