Preservice teachers' metaphors of teaching in relation to literacy beliefs

Abstract

. 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

Cambios en las emociones y en las metáforas sobre el rol docente y del alumnado, del futuro profesorado de Ciencias de Secundaria, tras las prácticas de enseñanza

“…Aunque desde la década de los 80 existen estudios sobre las metáforas del profesorado de ciencias (Tobin et al, 1994), coincidimos con Shaw, Barry y Mahlios (2008) en que las metáforas deben seguir siendo objeto de investigación en aspectos menos tratados, como su 488 relación con las emociones o su incidencia en el cambio de los modelos didácticos a lo largo del tiempo.…”

Concept-Teaching Practices in Social Studies Classrooms: Teacher Support for Enhancing the Development of Students’ Vocabulary

“…Given students' metacognitive weaknesses, effective reading strategies and vocabulary learning skills being taught together within the context of social studies content seems crucial for best meeting the needs of these students (Nation, Clarke, Wright, & Williams, 2006). Such practices can encourage students to be aware of the strategies they'll use for understanding texts by focusing on the reading (Shaw, Barry, & Mahlios, 2008).…”

Evolución de los modelos docentes de futuros profesores de economía de secundaria, a través de la metáfora

“…Sin embargo coincidimos con Shaw et al (2008) en que las metáforas deben seguir siendo objeto de investigación en aspectos menos tratados, como su incidencia en el cambio de los modelos didácticos. En particular nos parece fundamental que los profesores anali-cen sus metáforas personales, antes y después de las prácticas, pues las metá-foras usadas durante las prácticas son un catalizador para la reflexión y pueden ayudar al profesorado a comprender y autorregular sus roles (Gosselin y Meixner, 2015;Seung et al, 2011;Tannehill y MacPhail, 2014), así como los obstáculos a cambiar sus metáforas, que están en gran parte determinadas por sus largos años de escolaridad como alumnos (Mahlios et al, 2010).…”