Metaphors are Good Mirrors: Reflecting on change for teacher educators

Perry, Chris; Cooper, Maxine

doi:10.1080/14623940120035514

Cited by 44 publications

(34 citation statements)

References 10 publications

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“…More specifically, metaphors incorporate sociocultural and cognitive actions (Vygotsky, 2002); therefore, as metaphors help build representations of oneself and of the profession (Kramsch, 2003), they can be used during initial training (Perry and Cooper, 2001;Woollard, 2005). In this regard, reflection and dialogue on superficial metaphors can have a transformative effect on the teaching-related conceptions of teacher training students (Vadeboncoeur and Torres, 2003) and can provide a medium to connect teaching practice with theory (Leavy, McSorley and Boté, 2007).…”

Section: Sociohistorical/social Learningmentioning

confidence: 99%

“…Others have focused on specific aspects of professional practice, such as educational supervision (Akan, Yalçin and Yildirim, 2013) or educational institutions (Konakli and Gogus, 2013). Additionally, some studies have used metaphors to promote and study the evolution of conceptions related to a variety of aspects of professional performance throughout training in order to determine the efficacy of a specific training approach (Perry and Cooper, 2001;Akar and Yildirin, 2009;Farrell, 2006). Emmerson and Mansvelt (2014) reviewed the classifications of metaphors related to teaching and learning.…”

mentioning

confidence: 99%

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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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Section: Sociohistorical/social Learningmentioning

confidence: 99%

mentioning

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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“…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%

“…Metaphors have a wide range of usage in daily life (Yero, 2001), bringing about a richer understanding of a concept by its ability to remark on features of similarity that were previously not been noticeable or obvious (Perry & Cooper, 2001). The use of metaphor as an investigative tool in the field of education has been highly appreciated.…”

Section: Introductionmentioning

confidence: 99%

“…The use of metaphor as an investigative tool in the field of education has been highly appreciated. Metaphors can be used as effective tools to determine the role of teachers in modern education (Patton, 2002b;Perry, 1995;Perry & Cooper, 2001;James, 2002;Vadeboncoeur & Torres, 2003), as well as their roles in guiding education and teaching practices (Botha, 2009;Carlson, 2001;Cerit, 2008;Cochran, 2002;Cook-Sather, 2003;Koçak, 2013;Massengill, Mahlios, & Barry, 2005;Zheng & Song, 2010). Moreover, international literature increasingly supports the study and use of teacher's metaphorical images to understand how they conceptualize their teaching and themselves in their field of work (Inbar, 1996;Leavya, McSorley, & Bote, 2007;Martinez, Sauleda, & Huber, 2001;Saban, Koçbeker, & Saban, 2006, 2007Thomas & Beauchamp, 2011).…”

Section: Introductionmentioning

confidence: 99%

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“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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Introduction: Mapping Out the ‘Rough Ground’

Ghaye

2008

Building the Reflective Healthcare Organisation

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Metaphors are Good Mirrors: Reflecting on change for teacher educators

Cited by 44 publications

References 10 publications

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

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

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

Introduction: Mapping Out the ‘Rough Ground’

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