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dc.contributor.authorMahlios, Marc C.
dc.contributor.authorShaw, Donita J.
dc.contributor.authorBarry, Arlene L.
dc.date.accessioned2013-08-12T21:36:22Z
dc.date.available2013-08-12T21:36:22Z
dc.date.issued2010
dc.identifier.citationMahlios, M., Shaw, D., & Barry, A. (2010). Synthesis of metaphors: A review across three studies. Teachers and Teaching: Theory and Practice, 16(1), 49-71.
dc.identifier.urihttp://hdl.handle.net/1808/11658
dc.descriptionThis is the authors' accepted manuscript, post peer-review. The publisher's official version can be found at: http://dx.doi.org/10.1080/1354060090347564
dc.description.abstractThe purpose of this paper is to synthesize findings from three studies that have addressed the conceptualization and application of the metaphor construct to the study of teachers and teaching. We specifically examined the perspectives of elementary and secondary preservice teachers, how the particular metaphors indicated conceptualizations of and orientations to classroom life, and how metaphors influenced teachers’ approaches to teaching, curriculum and their work with pupils. We frame the discussion in light of the larger literature on the relationship of beliefs and practices as it relates to learning to teach and teacher education. The paper provides implications for linking the research reported with contemporary ideas for teaching and teacher preparation.
dc.language.isoen
dc.publisherTaylor and Francis
dc.titleMaking sense of teaching through metaphors: a review across three studies
dc.typeArticle
kusw.kuauthorShaw, Donita J.
kusw.kudepartmentCurriculum and Teaching
kusw.oastatusfullparticipation
dc.identifier.doi10.1080/1354060090347564
kusw.oaversionScholarly/refereed, author accepted manuscript
kusw.oapolicyThis item meets KU Open Access policy criteria.
dc.rights.accessrightsopenAccess


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