Consequences of Personal Teaching Metaphors for Teacher Identity and Practice

Autor/inn/en	Erickson, Lynnette B.; Pinnegar, Stefinee
Titel	Consequences of Personal Teaching Metaphors for Teacher Identity and Practice
Quelle	In: Teachers and Teaching: Theory and Practice, 23 (2017) 1, S.106-122 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2016.1203774
Schlagwörter	Professional Identity; Figurative Language; Teacher Role; Teacher Attitudes; Teaching Methods; Experienced Teachers; Teacher Responsibility; Caring; Case Studies; Discourse Analysis; Teacher Education; Elementary School Teachers + Suchen Sie Ihr Suchwort? Lehrerrolle; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrverpflichtung; Care; Pflege; Sorge; Betreuung; Case study; Fallstudie; Case Study; Diskursanalyse; Lehrerausbildung; Lehrerbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Past research has clearly indicated that teachers' metaphors can serve as a framework that moves our understanding of teaching forward by making more explicit the intuitive knowledge teachers hold about themselves, their classrooms, and their practice. Making explicit how metaphors uncover the understandings that guide the practices of in-service teachers, individually and collectively, can provide insight into the assumptions they hold about teaching and teaching practice. The purpose of this study was to explore how in-service teachers' self-constructed metaphors revealed their perceptions of their roles, obligations, and assumptions about teaching and learning, and consider the implications of such exploration for teacher education and development. The four experienced teachers who participated in this study constructed personal teaching metaphors for which they provided an explanation. Analysis of the metaphors using positioning theory provided evidence that teaching metaphors capture the individual identity and specify the plotlines of teaching and the obligations, duties, and responsibilities of the teacher as well as the role of the teacher and others in the teacher's practice. We found that each metaphor brought elements of identity and teaching practice together in unique and divergent ways. A subsequent cross-case analysis revealed common discourses of teaching: responsibility, nurturing, and caring, and teacher and student learning. Both the individual and cross-case analysis suggest the potential value of metaphor work for informing teacher education and professional development to advise teachers, teacher educators, school leaders, and policy makers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01