Metaphors and pre-service teachers: what do we want to be when we grow up

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The purpose of this study was to investigate how metaphors used by pre-service physical education teachers shaped their understanding of teaching. Two research questions guided this investigation: (1) How do pre-service teachers in physical education see themselves as prospective teachers? (2) What metaphors would pre-service teachers use to describe themselves as teachers? Lakoff and Johnson's seminal work on metaphor analysis, constructivist theories, and teacher practical knowledge provided theoretical lenses for understanding how pre-service teachers viewed the roles of teaching and learning. One hundred undergraduate pre-service teachers (81 males, 19 females) in a physical education teacher education program at a mid-size university in the United States participated in this study, recruited from methods of teaching courses. The data were analyzed using constant comparison analysis. The results indicated that the largest common theme was seeing teaching as an emotional practice, where teachers offer support, compassion, and care to students. However, almost 30 % viewed teaching as either the transmission of knowledge or as a clear-cut, defined process. This study has important theoretical and practical implications in teacher education. Our findings are twofold. First, it is important for educators, researcher, and teachers alike to understand what theories of teaching and knowledge construction shape the perspective of new teachers. Second, theories of teaching and learning must be applied for the purpose of supplementing the knowledge, and training of new teachers. Overall, the participants in this study endorsed a humanistic vision of teaching, the caring and compassionate teacher.


Metaphor analysis, reflection, tacit knowledge, teacher knowledge construction

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IDR: 147203190   |   DOI: 10.17072/2078-7898/2017-3-374-380

Список литературы Metaphors and pre-service teachers: what do we want to be when we grow up

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