Literacy metaphors of pre-service elementary teachers: Do they change after instruction? Which metaphors are stable? How do they connect to theories?

Abstract

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.