Saudi Female Teachers’ Identity Through the Use of Metaphors

Abstract

Metaphors provide a framework through which teachers may convey their beliefs about teaching and learning. Using metaphor analysis, this article reflects on the views of three experienced teachers in Saudi Arabia. The study examines the metaphorical images female Saudi teachers use about teaching and learning. The question guiding the research study is What metaphors do Saudi female teachers use about teaching and learning? A qualitative research design was deemed best for this study through a case study. The individual metaphor analysis captured the teacher’s individual identity; the researcher discovered that each metaphor linked components of identity and teaching practice in distinct and diverse ways. A following cross-case study highlighted the numerous conflicts that instructors experience. The findings revealed that obligations and responsibilities vary between metaphors, profession-related ambivalence, and disputes in teachers’ images. Both the individual and cross-case analyses show that metaphors have the potential to enrich professional development and teacher education to advise policymakers, school administrators, teacher educators, and teachers.

The Paris Conference on Education 2023: Official Conference Proceedings

“…Scientists also give different interpretations of metaphorical thinking. Metaphorical thinking shapes the meaning of the perception of different phenomena, and it is also argued that the result of the development of metaphorical thinking is the formation of critical thinking (Alfayez, 2022). With the help of metaphors -visual, written, linguistic symbols, it is possible to convey several meanings that we can interpret in different ways.…”