Metaphors as structures for elementary and secondary preservice Teachers’ thinking

Mahlios, Marc; Maxson, Marilyn

doi:10.1016/s0883-0355(98)00027-5

Cited by 88 publications

(86 citation statements)

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“…In the process of collecting data, the prompt "A teacher is like…, because…'' was used, which has been commonly utilized by some researchers (Karadağ & Gültekin, 2012;Mahlios & Maxson, 1998;Massengill, Mahlios, & Barry, 2005;Nalçacı & Bektaş, 2012;Nikitina & Furuoka, 2008;Saban, 2004Saban, , 2008Saban, , 2009Saban, Koçbeker, & Saban, 2007;Oxford, Tomlinson, Barcelos, Harrington, Lavine, Saleh, & Longhini, 1998;Patton, 2002b;Perry & Cooper, 2001) in the literature to inquire about perceptions of teachers. The participants were reminded to write their gender, and later to complete the given prompt using only one metaphor.…”

Section: Instrumentmentioning

confidence: 99%

“Teacher” from the Children’s Perspective: A Study by Metaphors

Cansever

Aslan²

2016

JEL

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The purpose of this study is to determine the perception of teachers by 10 year-old primary school childrens by the metaphors they developed. The sample covers totally 441 children [224 females (50.8%) and 217 males (49.2%)] living in Izmir, Turkey. Participants were asked to complete the prompt "Teacher is like…, because…''. In identifying their perceptions, the qualitative research model (Holloway & Wheeler, 2002) was utilized, which contributes to the investigation of the individual's perceptions, feelings, and experiences within the framework of Phenomenological design. At the end of the research female students produced 52 metaphors, and males did 44 for teacher images. However, 7 metaphors were commonly created by both genders. They were categorized in 8 conceptual themes. The children's perceptions of "teacher" were clustered especially in the conceptual theme of Family Member (25%) and Warm-hearted Person (8%), with emotional and relational feelings which can be explained by the children's attachment relations (Sabol & Pianta, 2012), that are similar for their families and their teachers. Gender was found to be significantly related with the images of teachers.

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Section: Instrumentmentioning

confidence: 99%

“Teacher” from the Children’s Perspective: A Study by Metaphors

Cansever

Aslan²

2016

JEL

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“…For study one (Mahlios & Maxson, 1995) and study two (Mahlios & Maxson, 1998 For study three (Massengill, Mahlios & Barry, 2005), the 6-part questionnaire was given to 50 secondary education majors at a Midwestern United States university. One participant from each of the five content areas represented in the questionnaire (English, science, social studies, mathematics, and foreign language) was chosen randomly.…”

Section: Three Studiesmentioning

confidence: 99%

“…For study one (Mahlios & Maxson, 1995) and study two (Mahlios & Maxson, 1998) the six-part questionnaire designed by Yamomoto et al (1990) was administered to all elementary (N=134) and secondary (N=119) education majors at a large southeastern university in the United States. Statistical procedures used to analyze the quantitative data consisted of frequency counts, Chi-square and analysis of variance.…”

Section: Three Studiesmentioning

confidence: 99%

“…In our first two studies (Mahlios & Maxson, 1995;Mahlios & Maxson, 1998) focused on identifying dominant metaphorical views of preservice elementary and secondary teachers and their respective views of schooling, life and childhood, we described perspectives on teaching taken by elementary and secondary preservice teachers. We argued in these research reports that metaphors are representative of the larger constructs under which teachers organize their thinking and from which they plan their actions in the multiple environments in which they participate including how they work with students and select teaching practices.…”

Section: Perspectivesmentioning

confidence: 99%

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Making sense of teaching through metaphors: a review across three studies

Mahlios

Massengill‐Shaw

Barry

2010

Teachers and Teaching

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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 ...

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“…On the other hand, much research has been carried out on metaphors during the last three decades, some cases defining them (Ellis & Barkhuizen, 2009;Massengill Shak & Mahlios, 2008), or focusing upon teachers (Saban, Kocber, & Saban, 2007;Leon-Carillo, 2007), or students (Saban, 2010), or school environments and languages (Mahlios & Maxson, 1998;Arıoğul, & Uzun, 2011).…”

Section: Introductionmentioning

confidence: 99%

Metaphorical Perceptions of Turkish EFL Instructors in Relation to Their Students

Elkiliç¹,

Aybirdi²

2016

European Proceedings of Social &Amp; Behavioural Sciences

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Problem Statement: Despite the fact that the metaphorical perceptions of university instructors about their students are important in teacher-student interactions in the classroom environment, as they pave the way to an effective teaching-learning process, in Turkey there are a limited number of studies on them. Purpose of the Study: The purpose of this study is to determine the metaphorical perceptions of Turkish EFL Instructors in relation to their students. Method: In this study both qualitative and quantitative data collection techniques were used, by requesting 120 instructors to fill in forms containing prompts such as "students are like.................., because they.........." . Findings and Results: The results of the study revealed that Turkish EFL instructors created 98 valid metaphors. The most frequently repeated metaphors were baby (f=10), soil (f=8), seed (f=7), flower (f=5), child (f=5), puppet (f=4), son/daughter (f=4), white page (f=4), empty box (f=4) and slave (f=4). In accordance with the metaphorical perceptions of the subjects, five conceptual metaphorical categories were determined: 1) Student as raw material, 2) Student as significant other, 3) Student as plant, 4) Students as absolute compliant, 5) Student as animal.

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Metaphors as structures for elementary and secondary preservice Teachers’ thinking

Cited by 88 publications

References 0 publications

“Teacher” from the Children’s Perspective: A Study by Metaphors

“Teacher” from the Children’s Perspective: A Study by Metaphors

Making sense of teaching through metaphors: a review across three studies

Metaphorical Perceptions of Turkish EFL Instructors in Relation to Their Students

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