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Metaphors and Sense of Teaching: How These Constructs Influence Novice Teachers
Shaw, Donita J. Mahlios, Marc C. Barry, Arlene L.
Shaw, Donita J.
Mahlios, Marc C.
Barry, Arlene L.
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Abstract
The purpose of this study was to identify the root metaphors of secondary classroom teachers and to observe ways in which these constructs influence teachers’ work with their students and their environments. Specifically, five case studies of novice teachers were presented. Results indicated that the metaphor of life as a tree was the most common view and that all five participants held a similar childhood metaphor in which they tended to idealize childhood. Overall, the data showed the persistence of ideas that beginning teachers bring to their university preparation and those beliefs extend into actual classroom practice. Teacher development seemed to be more influenced by the schooling environment rather than the preservice preparation the teachers received. Furthermore, these novice teachers felt conflict between their held-beliefs and the reality of teaching and schooling. Implications for teacher educators and future research are included.
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This is the authors' accepted manuscript, post peer-review. The publisher's official version can be found at: http://dx.doi.org/10.1080/10476210500204887.
Date
2008
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Taylor & Francis
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Massengill, D., Mahlios, M., & Barry, A. (2005). Metaphors and sense of teaching: How these constructs influence novice teachers. Teaching
Education, 16(3), 213-229.