Keywords
metaphor, teaching metaphors, teacher identity, pre-service teacher, educator preparation program
Abstract
Metaphors are often used by in-service educators to describe themselves and their work in the classroom. These metaphors can articulate in-service teachers’ fundamental dispositions and provide the vehicle for conceptualizing teaching practices. Pre-service educators (those engaged in preparation to enter the teaching vocation), however, are a different population for whom metaphors represent relatively untested assumptions about the classroom and the practices that pervade it. These metaphors should be considered an asset which, if effectively utilized, can aid in the work of teacher preparation. To that end, this study employed the Conceptual Metaphor Theory of Lakoff & Johnson (1980) within the propositional analysis framework of Steen (1999) to provide a generalizable approach to metaphor analysis that could be used in educator preparation programs.
DOI
10.15760/nwjte.2020.15.1.4
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Persistent Identifier
https://archives.pdx.edu/ds/psu/32816
Recommended Citation
Ridenour, Matt
(2020)
"Teachers Are: Analyzing the Metaphors of Pre-Service Educators,"
Northwest Journal of Teacher Education: Vol. 15
:
Iss.
1
, Article 4.
DOI: https://doi.org/10.15760/nwjte.2020.15.1.4