Metaphors We Teach By: The Language of “Learning Outcomes”

Batten, Alicia J.

doi:10.1111/j.1467-9647.2011.00756.x

Cited by 6 publications

(3 citation statements)

References 10 publications

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“…Metaphor highlight some parts, while conceal others. Similarly, the learning outcomes focused on dominant values in teaching and learning, as Batten (2012) insisted, while other parts in teaching and learning were eliminated or ignored. The article provides a glimpse into the consequences which were resulted by this kind of situation.…”

Section: Related Research: Metaphor In Educational Issuementioning

confidence: 99%

Examining English Language Teachers through Metaphorical Analysis

Zhang

2016

TPLS

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Abstract-This paper investigated students' conceptualizations of English language teacher. Metaphors play an essential part in understanding of a variety of disciplines and educational issues. It is regarded as a powerful means to examine students' conceptualizations. This study elicited an exploratory angle, describing student participants' conceptualizations of English language teacher through an analysis of metaphors they created in the 'X is Y' format (e.g., "EFL teacher is … because…"). The elicited metaphors were collected, categorized and analyzed. Through the understanding of students' beliefs of English language teacher, it provided insightful suggestions for EFL teaching.

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Section: Related Research: Metaphor In Educational Issuementioning

confidence: 99%

Examining English Language Teachers through Metaphorical Analysis

Zhang

2016

TPLS

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“…A considerable literature has illustrated that metaphors are facilitating the understanding of how both teachers and prospective teachers conceptualize relevant concepts in educational settings (e.g., Brown et al, 2005;Batten, 2012). Also, an increasing number of researchers have identified the foundational position of metaphor analysis in the field of teacher identity, for gaining insight into teachers' images of teaching and learning (Shaw & Mahlios, 2008;Wan et al, 2011).…”

Section: Application Of Metaphor Analysis In Educationmentioning

confidence: 99%

Development and Critiques of Conceptual Metaphor Theory

Zhang

2021

tpls

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There is an increasing trend in revealing the effect of conceptual metaphor on activities in the context of education. In order to shed light on future studies in this field, it is necessary to review the development and critiques of conceptual metaphor theory in general and applications and previous studies under the context of education in particular. This paper defines the term "metaphor" at first and further reviews its implications in constructing the conceptualization of educational-related concepts. Problems and challenges of conceptual metaphor theory are also discussed.

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“…Alicia Batten, in a recent essay published in this journal (2012), provides an excellent appraisal of contemporary discourses and practices of outcomes assessment, wherein she links the corporatization of the university with growing interest in what I would call the “businessification” of teaching and learning. Analyzing metaphors in the rhetoric of assessment, Batten highlights an emergent ontology of student learning that bears the appearance of a naturalized, universal, and inevitably capitalist structure of human knowing and experience.…”

Section: “Slo Down!”: Rethinking the Materials Contexts Of Student Leamentioning

confidence: 99%

Student Learning Outcomes for Biblical Studies in the Liberal Arts

Webster

Runions

Gallagher

et al. 2012

Teaching Theology & Religion

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What is the role of biblical studies in a liberal arts curriculum? At the 2009North American Society of Biblical Literature conference, a panel of seven Bible scholars provided brief analyses and arguments about the appropriate goals of teaching biblical studies in undergraduate contexts in this historical moment. They consider and critique the notion of specific Student Learning Outcomes or Objectives (SLOs) for courses about the Bible. In the process they address questions such as: what is the relative importance of "coverage" (biblical literacy, disciplinary knowledge and methods, and the historical creation of the biblical texts) versus modern and historical reception and uses of these texts? In their contributions, the authors analyze ways that a biblical studies course can develop the critical reading and writing skills that are the hallmark of undergraduate education. Some authors find these skills furthered by not bracketing from study the normative truth claims in the texts and instead strategically and critically encouraging the identity work and religious seeking associated with religious uses of these texts. Others call attention to the institutional and classroom power dynamics which inform and are constituted by the current student learning outcomes movement. Defining Student Learning Outcomes for Biblical Studies: The Task Ahead Jane S. WebsterAs the 2008 AAR-Teagle report on the emerging Religion major makes clear, the nature of the religious studies classroom is changing. Moving from the seminary model in which Christianity is primary and other religious traditions are secondary, the new religion major has begun to look more "comparative, intercultural, multidisciplinary, critical, integrative, and constructive," (2008,(21)(22)(23)(24)(25)(26)(27)(28)(29). In light of these results, it is appropriate to review our goals for teaching biblical literature in the liberal arts context. In this Forum we will think more generally about our courses and what we hope to achieve in the classroom. If we can find some consensus in these areas, we might be able to draw a number of general principles that will help to shape our courses to address the changing needs of the discipline and our students, and to connect our course objectives with the larger curriculum of a liberal arts education.

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Metaphors We Teach By: The Language of “Learning Outcomes”

Cited by 6 publications

References 10 publications

Examining English Language Teachers through Metaphorical Analysis

Examining English Language Teachers through Metaphorical Analysis

Development and Critiques of Conceptual Metaphor Theory

Student Learning Outcomes for Biblical Studies in the Liberal Arts

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