ELT Preservice Teachers’ Conceptualization of Teaching Practice: A Metaphor Analysis of the Dynamics of Teaching Practice

Abstract

Different from other studies on the metaphor analysis of pre-service teachers and their cognition on teaching, the present study adopted a larger perspective and investigated their conceptualization of the dynamics of the practicum, namely teaching practice, mentors, supervisor, students, lesson plan and materials. 35 pre-service teachers were asked to complete a metaphor elicitation task on six dynamics of teaching practice. Applying the conceptual metaphor analysis, 189 metaphors were determined and categorized for each concept. The overall results indicated that the pre-service teachers could conceptualize their beliefs on teaching practice dynamics referring to their experience. In line with their beliefs and attitudes, they chose the metaphors with positive or negative connotations. Some participants were positive about the practicum while some described the practicum with negative affective metaphors under the categories of pitfall and vagueness. Besides, the participants mostly used cognitive metaphors describing the authority of mentors and supervisors. In addition to the affective affirmative metaphors on the students, the participants described the students as out-of-control, referring to the classroom management problems. The contributions of lesson plan and material use were mostly appreciated with positive metaphors but the metaphors categorized under uncertainty and redundancy called for the participants’ need for supervision and support. The results of the study revealed that the pre-service teachers’ beliefs and performances were apt to be influenced with what they experience during the practicum. Through an understanding of pre-service teachers’ conceptualization regarding their experience, training and applications could be improved.

Strengthening Professional and Spiritual Education through 21st Century Skill Empowerment in a Pandemic and Post-Pandemic Era

“…In line with Casebeer (2015) states that knowing the description of teaching and learning for teacher candidates makes the social process more dynamic. Visualizing the perspectives of teacher candidates can help them to construct positive concepts about teachers and teaching and learning practices (Yüksel 2019). One of the efforts to describe the ideal teacher's qualifications is using the metaphor of perception.…”

“…The function of metaphor emphasizes profiling and mapping modeling mechanisms to understand individual competence and development (Soykan et al 2015). metaphors are used to reveal practical problems of basic education such as teacher education, and classroom management in finding solutions by gathering information about ideas in various fields (Yüksel 2019). For example, in preparing teacher candidates, a lecturer uses metaphors in the development of action plans or lesson designs to encourage creative thinking in their learning.…”