Metaphor analysis procedures for uncovering participant conceptualizations have been wellestablished in qualitative research settings since the early 1980s; however, one common criticism of metaphor analysis is the trustworthiness of the findings. Namely, accurate determination of the conceptual metaphors held by participants based on the investigation of linguistic metaphors has been identified as a methodological issue because of the subjectivity involved in the interpretation; that is, because they are necessarily situated in specific social and cultural milieus, meanings of particular metaphors are not universally constructed nor understood. In light of these critiques, this article provides examples of two different triangulation methods that can be employed to supplement the trustworthiness of the findings when metaphor analysis methodologies are used.Keywords: Metaphor analysis, triangulation, metaphor checking, dual-analysis approach Acknowledgment: The authors wish to thank the anonymous reviewers, as well as the IJQM editorial team, for their helpful and insightful feedback on this manuscript.

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As student populations in classrooms in the United States continue to diversify, the diversity of classroom teachers lags behind significantly. It has become increasingly important for programs preparing (mostly white, female) teachers to invest in instructional strategies that promote culturally-relevant educational practices. This includes introducing pre-service teachers to the various discourse communities and practices that k-12 students bring to the classroom. The instructional method presented in this chapter engages pre-service teachers in coursework that develops their own professional identities and promotes their understanding of educators' professional discourse. The project exposes pre-service candidates to their own discourse practices and hidden biases, while increasing their funds of knowledge in order to better value the discourse practices brought to the classroom by the K-12 children in their care.