Literacy metaphors of pre-service elementary teachers: Do they change after instruction? Which metaphors are stable? How do they connect to theories?
Issue Date
2011Author
Shaw, Donita J.
Mahlios, Marc C.
Publisher
Taylor & Francis
Type
Article
Article Version
Scholarly/refereed, author accepted manuscript
Metadata
Show full item recordAbstract
The purpose of this study was to examine pre-service elementary teachers’ metaphors of “literacy” and “teaching literacy” at the commencement and conclusion of a year-long literacy methods course at a Midwestern American university. Over a 3-year period, a total of 47 participants enrolled in the two-semester literacy methods course with embedded practicum. Data were entered in NVivio 7 and analyzed for qualitative themes. Results identified six themes of teaching literacy, five of which connect to literacy theories. The majority of the pre-service teachers maintained their metaphorical belief after a year-long methods/practicum course. Four metaphors appeared to be stable across time and population. The article provides implications for linking the research reported with contemporary ideas for teaching in teacher preparation programs.
Description
This is the authors' accepted manuscript, post peer-review. The publisher's official version can be found at: http://dx.doi.org/10.1080/02607476.2011.538274
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Citation
Massengill Shaw, D., & Mahlios, M. (2011). Literacy metaphors of pre-service elementary teachers: Do they change after instruction? Which
metaphors are stable? How do they connect to theories? Journal of Education for Teaching, 37(1), 77-92.
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