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

Abstract

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.

Teacher Induction in Schools as Learning Communities: Successful Pathways to Teachers’ Professional Development in a Diverse School Serving Students Living in Poverty

“…Firstly, it is relevant to understand that as teachers progress in their careers, new needs arise that can be related to changes in job demands or professional placements, or personal issues [18]. Hence, in order to better address teachers' needs and motivations [50], it is relevant to broaden the focus to explore the conceptions and needs of teachers facing new professional challenges [51], whether they are beginning teachers or more experienced professionals. In this sense, although the less experienced teachers represent a vulnerable age group in relation to the difficulties derived from the teaching work, the most experienced teachers can also be vulnerable to difficulties related to their teaching [52].…”

Kompetensi Kepribadian Guru PAK dalam Memberikan Motivasi Belajar Siswa Kelas V di SD

“…Guru merupakan orang yang memiliki andil dalam dunia pendidikan karena guru merupakan orang tua akademik bagi peserta didik di dalam lembaga pendidikan. Guru haruslah pribadi yang bertangung jawab dan dewasa dalam menentukan kebijakan yang dapat mampu memotivasi peserta didik untuk meningkatkan antusiasme dan motivasinya dalam belajar (Hidalga & Gallego, 2017). Motivasi belajar adalah keteguhan yang tidak goyah untuk mencapai sukses, meskipun dihadang banyak kesulitan.…”