Search results for: Figurative language
Page 2/3 21 items
Teaching as Sheltering: A Metaphorical Analysis of Sheltered Instruction for English Language Learners
Sheltered instruction is a form of content-based instruction (CBI), a large collection of pedagogical models which integrate the teaching of academic subject matter with the teaching of another language. This article examines the complex intersections between a sheltering metaphor, sheltered instruction theory, and sheltered instruction in practice.The author uses the metaphor of sheltering as a provocative lens to consider episodes of sheltered instruction from three sheltered social studies classrooms.
Updated: Dec. 19, 2012
Literacy Metaphors of Pre-service Teachers: Do They Change after Instruction? Which Metaphors Are Stable? How Do They Connect to Theories?
This study aims to explore pre-service elementary teachers’ metaphors of ‘literacy’ and ‘teaching literacy’ as they enrolled in a two-semester literacy methods course at a Midwestern American university. The results offer educators some ideas about the types of beliefs elementary pre-service teachers bring with them to the teacher education programme, and their steadfastness to those metaphors after a year of preparation and practicum experiences.
Updated: Nov. 07, 2012
This study examines the metaphors new teachers use to describe their professional identities. The study also compares metaphors chosen immediately following graduation with those suggested part way through their first year of teaching. Findings indicate that new teachers' metaphors for professional identity show readiness for the role and a focus on pupils. The metaphors suggest that new teachers struggle to develop a professional identity during their first year.
Updated: Feb. 08, 2012
The current study investigates how entering female preservice teachers position themselves. More specifically, the authors examine the plotlines, obligations, responsibilities and duties these teachers are prepared to enact, the expectations they hold for students, and the implications these have for teacher education.
Updated: Dec. 29, 2011
In this article, the authors investigate the heuristic potential in the image of the teacher‐as‐stranger. The authors also use this image as a frame for reflecting on teacher change and growth. This research provides concepts with which to describe the educational potential in the ‘strangeness’ experienced by all teachers.
Updated: Jul. 26, 2011
The author is thinking with Deleuze's ethical practice of 'being on the lookout' for encounters with the cracks. The author works with Deleuze and Guattari, Deleuze and Foucault in a geological and genealogical mode of inquiry to examine the preoccupation over whether addiction is a disease or a moral failing.
Updated: Mar. 02, 2011
Storying the Terroir of Collaborative Writing: Like Wine and Food, a Unique Pairing of Mentoring Minds
The authors, two faculty members in a Canadian post-secondary teacher education context, inquired into their collaborative writing process initiated through an informal faculty mentoring relationship. By using a metaphor of carefully pairing exquisite wine with fine food, the authors convey the mutual co-construction of their lived experiences that evolve through relational writing. The authors conclude by noting critical issues and implications regarding collaborative writing that offer insight into the importance of honoring collaborative scholarship within academic contexts.
Updated: Jan. 04, 2011
Organic Collaboration: Sustaining Teachers and Teacher Educators in the Cottage Industry of Curriculum Making
This inquiry examines the collaborative relationship between Mary, a teacher at a junior high, and Stefinee, a teacher educator at a nearby university. The purpose of this inquiry is to explore the experiences the authors have had in their collaboration that have sustained both of the authors in their professional lives. The authors use emblematic narratives to make assertions about their collaboration through the use of the metaphor of an informal roadside fruit stand while contrasting their work with larger collectives of school– university partnerships.
Updated: Oct. 17, 2010
The purpose of this article 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. The particular interest of the authors has been to identify the dominant metaphorical views of preservice teachers, to understand how these images are reflected in their respective views of schooling, life, childhood and teaching and how these images come to influence their work in the classroom. The article provides implications for linking the research reported with contemporary ideas for teaching and teacher preparation.
Updated: Sep. 07, 2010
This study investigated the metaphorical images that prospective teachers in Turkey formulated to describe learners. Altogether 98 well-articulated metaphorical images were identified and 12 conceptual themes were developed. Significant associations were detected between teacher trainees' gender, programme type and status in programme, and the 12 conceptual themes.
Updated: May. 25, 2010