Search results for: Figurative language

This study investigated how to educate student teachers to develop a focus on student learning during teacher education. The designed learning environment characterized by the use of authentic contexts, authentic tasks and reflective dialogues. The study indicates that it is possible to change student teachers’ conceptions in a relative short period of time, even though there were substantial differences between student teachers. More specifically, six student teachers developed more constructivist and less transmissive conceptions as a result of the designed learning environment. The other four student teachers showed the same change in the drawings, and also developed more or maintained constructivist conceptions as shown in the metaphors, but maintained or showed less constructivist conceptions in the questionnaires.

Drawing on cultural historical activity theory (CHAT), this study explores ways of using information and communication technology (ICT) tools in pre-service teacher education to enhance and mediate the construction of metaphors of teaching and learning. The analysis revealed that ICT-mediated metaphors provided a unique opportunity for pre-service teachers to interact with teacher educators and peers.

This study was aimed to examine how cooperating teachers engaged in the supervision of student teachers conceptualised mentorship. This study also examined how cooperating teachers cognitively framed and gave meaning to their supervising role and work. Twenty distinct metaphorical concepts were found in the data. These 20 metaphors demonstrated three categories that indicated relationship issues between the cooperating teacher and the student: ‘interpersonal relationship’, ‘power sharing’ and ‘tension and conflict’. All of the metaphors found in this study centre on the concept of horizontal mentoring relationships that engender a balance of power.

In this qualitative study, the authors the personal metaphors expressed by prospective secondary education teachers. The metaphors are classified into the four categories of Leavy, McSorley, and Boté: the behaviourist/transmissive, the cognitivist/constructivist, the situative, and the self-referential. The results showed most metaphors to fall into the behaviourist/transmissive category, followed by the cognitivist/constructivist, self-referential, and situative categories, although some teachers expressed metaphors framed in more than one category.