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Preservice Teachers' Metaphors of Teaching in Relation to Literacy Beliefs
Shaw, Donita J. Barry, Arlene L. Mahlios, Marc C.
Shaw, Donita J.
Barry, Arlene L.
Mahlios, Marc C.
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Abstract
The purpose of this study was to examine preservice elementary and secondary English and foreign language teachers’ metaphors and relate their metaphorical images to conceptions of literacy. Specifically, sixty-six participants completed a questionnaire that solicited their sense of teaching. Results indicated that the preservice teachers’ beliefs could be categorized into nine themes. The most common metaphors for teaching were nurturing, guiding, promoting learning and qualities of effective teachers. In comparing response patterns between elementary and secondary, there was considerable overlap among and between categories. There appeared to be limited variability in responses specifically among secondary majors. An association was found between four metaphors and literacy beliefs. We advocate that future research should solicit preservice teachers’ metaphors of literacy across content areas and then compare the selected metaphors to their teacher education literacy program in order to better align student learning with the program’s conceptual framework. Further, novice teachers should be followed into the classroom and monitored as they engage in learning to teach. We believe the metaphor will continue to be a powerful conceptual means for framing and defining teachers’ awareness of their beliefs.
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This is the authors' accepted manuscript, post peer-review. The publisher's official version is available from: http://dx.doi.org/10.1080/13540600701837632 .
Date
2008
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Taylor and Francis
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Massengill, D., Barry, A., & Mahlios, M. (2008). Preservice teachers’ metaphors of teaching in relation to literacy beliefs. Teachers and Teaching:
Theory and Practice, 14(1), 35-50.