Metaphorical images of schooling: beliefs about teaching and learning among prospective teachers from the United States displaying different motivational profiles

Thomson, Margareta Maria

doi:10.1080/01443410.2015.1024612

Cited by 18 publications

(21 citation statements)

References 41 publications

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“…Metaforlar, öğretim yaklaşımları, okul ile ilgili inançlar, öğrenci ihtiyaçları ve aday öğretmenlerin okul deneyimleri gibi karmaşık pedagojik ve psikolojik kavramları anlamada çevirmen görevi üstlenebilirler (Miller, 1987). Metaforlar, aday öğretmenlerin bu deneyimlerini ve kişisel şemalarını farklı kavramlar ile çevirerek, öğretmen adaylarının öğrenci, okul ve öğretmen algılarını anlamada bir araç olarak kullanılabilir (Leavy, McSorley, & Boté, 2007, Thomson, 2016. Bireylerin karmaşık eğitimsel kavramlara ilişkin algılarını (okul-öğrenci-öğretmen ve bu kavramların birbirleriyle ve diğer eğitim kavramlarıyla ilişkileri gibi) metafor kullanımı yoluyla daha iyi ifade ettikleri görülmektedir (Thomson, 2016).…”

Section: Araştırmanın Modeli/ Deseniunclassified

Öğretmen Adaylarının Okul, Öğretmen ve Öğrenci Kavramlarına İlişkin Metaforik Algıları

Neyişçi

Özdiyar

2019

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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Prospective teachers'(PT) qualities which they possess before preservice education certainly have positive effect on their teaching profession to be a well-equipped teacher. Consequently, it is necessary to identify their metaphors for creating an opportunity to work with a common cause. It is important that PT have knowledge of the basic concepts of education during pre-service training, because it will enable basic concepts to be perceived in the same way by stakeholders such as teachers, ministries and faculty. This will make it easier for all stakeholders to work in harmony on a common ground. For this reason, it is important to determine primarily the meanings of these concepts for the PT, in order to provide a conceptual integrity and to form a starting point for strengthening the future educational practices. The purpose of this study is to reveal the perceptions of PT about the concepts of "school, teacher and student" through metaphors and hereby to facilitate the evaluation of the perceptions of these concepts. In this qualitative study, phenomenological design was used. The data gathered with an openended questionnaire were investigated with content analysis. In the results, 275 participants generated 494 valid metaphors. In "school", outstanding metaphors are supporting psycho-social development and security threat. In "teacher", featured metaphors are fulfilling the needs of students in affective and cognitive domains and restricting students' interest and ability. In "student", prominent metaphors are being enthusiastic for education and being reluctant.

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Section: Araştırmanın Modeli/ Deseniunclassified

Öğretmen Adaylarının Okul, Öğretmen ve Öğrenci Kavramlarına İlişkin Metaforik Algıları

Neyişçi

Özdiyar

2019

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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“…Analyzing the metaphors used by a group of professionals-in-training allowed to get insights into the ways in which they may understand themselves and their role(s) within the contexts in which they will one day work [30,31]. Indeed, the metaphor analysis made possible a gradual approach to explicit and implicit models subtended to the ways in which adults involved perceive, understand and interpret their own professional experiences.…”

Section: The Saviors: My Role As Educator Is To Save My Boys and Girlmentioning

confidence: 99%

Conceptual Metaphors and Apprenticeship Paths as Levers for Professional Development and Learning

Bracci

Romano

2017

Proceedings of the International and Interdisciplinary Conference IMMAGINI? Brixen, Italy, 27–28 November 2017.

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This paper presents a case study that analyzes how university apprenticeship experience-that Italian students of Education Sciences are asked to do during their Bachelor's Degree program-can be conceived as learning path to help them become aware and (begin to) question taken-for-granted and culturally assimilated assumptions about professional practice, identity and the role of the educator. A particular attention is given to the methodological implications related to the adoption of the technique of metaphor analysis to support learners in recognizing the beliefs about their own profession and, eventually, changing them. Metaphor analysis was used both as a learning activity and a heuristic to guide processes of professional development. Metaphors were used to: (a) uncover tacit ways of making meaning, (b) name experiences, and (c) imagine new possibilities. We address, finally, the main images of role emerged from groups work to describe the representations of what the educator should do, who she/he is and which are the aims of her/his work. The savior, the scientist, the farmer, the sculptor, the good Samaritan, the militant, the transgressor are some of the delineated images that our participants analyzed to understand reasons and issues behind their own practices.

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“…According to "locus of control" category (Buchanan, 2015), this conception includes a view of learning as teacher-centered (Thomson, 2015). They define teachers as "bakers", "hammers" or "jewelers" who shape materials, which in turn represent students.…”

Section: Behaviorist/transmissivementioning

confidence: 99%

“…For example, metaphors such as "key that helps open different doors" or "branch on which to lean until we can fly" consider teachers to be a resource on which one can lean, or a guide that ushers students in their development towards autonomy, which can follow different paths, reflect a constructivist leaning, that of student-centered teaching, focusing on individuality (Thomson, 2015). The conception of teachers as guides has surfaced in diverse studies (Seferogly, Korkmazgil and Ölcü, 2009;Yesilbursa, 2012).…”

Section: Cognitive/constructivistmentioning

confidence: 99%

Using metaphors to know the conceptions about the teaching profession in initial teacher education

Torriente¹,

Villardón-Gallego²

2017

IJEP

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Conceptions about teaching are important because they affect professional performance. Metaphors are a tool to identify them. In this qualitative study metaphors are used to gain insight into conceptions held by pre-service teachers, and their development during Initial Teacher Training in the Bachelor’s Degree in Primary Education.A total of 247 students participated in this cross-sectional study; 145 were first-year students, and 102 were fourth-year students. Participants were requested to submit a metaphor following the open-ended formula: “the teacher is like…. because…” In order to categorize their answers, we used an inductive method. Afterwards, we calculated frequencies and percentages.Metaphors are grouped according to the following categories: a) Main Character; b) Support; c) Family; d) Teaching; e) Importance. The most frequent category is Support, followed by Teaching and Family. First-year pre-service teachers refer to Family, Teaching and the Main Character role of teachers more often than students in their fourth year, whereas the latter allude more often than the former to the teachers’ role as providers of Support and as Social Agents.There is evidence of a development from a transmissive educational perspective to a constructivist and transformative perspective of education, but there is no indication of any evolution towards a socioconstructivist outlook.

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Metaphorical images of schooling: beliefs about teaching and learning among prospective teachers from the United States displaying different motivational profiles

Cited by 18 publications

References 41 publications

Öğretmen Adaylarının Okul, Öğretmen ve Öğrenci Kavramlarına İlişkin Metaforik Algıları

Öğretmen Adaylarının Okul, Öğretmen ve Öğrenci Kavramlarına İlişkin Metaforik Algıları

Conceptual Metaphors and Apprenticeship Paths as Levers for Professional Development and Learning

Using metaphors to know the conceptions about the teaching profession in initial teacher education

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