Written & Visual Metaphors of Teaching: What Lies Beneath?
Location
Room 218
Proposal Track
Research Project
Session Format
Presentation
Preferred Time
Friday morning
Abstract
In their seminal work, Lakoff and Johnson (1980) indicate that “[T]he essence of metaphor is understanding and experiencing one thing in terms of another” (p.3). They note that metaphor is pervasive in everyday life and it is the basis of our conceptual system.Written metaphors of teaching have been used as tools to investigate teachers’ beliefs, values, and principles related to teaching and learning in many content areas and grade levels (eg. Goldstein, 2005; Paris, 2009; Thompson & Campbell, 2003). Furthermore, a visual representation of one’s metaphor in the form of a freehand drawing provides an avenue for reflection and an alternative way of making visible one’s beliefs and values about teaching.
In this case study two graduate education students’ written and visual metaphors of teaching are analyzed using content analysis and trait coding (Gulek, 1999; Haney, Russell & Bebell, 2004). Consistencies and inconsistencies between individual’s written and visual metaphors were identified as well as similarities and differences between the individuals’ metaphors. Implications for teacher educators are discussed and future areas for research are proposed.
Keywords
metaphor of teaching, drawings, dispositions, graduate teacher education
Recommended Citation
Paris, Nita A. and Bessette, Harriet, "Written & Visual Metaphors of Teaching: What Lies Beneath?" (2015). Georgia Educational Research Association Conference. 35.
https://digitalcommons.georgiasouthern.edu/gera/2015/2015/35
Written & Visual Metaphors of Teaching: What Lies Beneath?
Room 218
In their seminal work, Lakoff and Johnson (1980) indicate that “[T]he essence of metaphor is understanding and experiencing one thing in terms of another” (p.3). They note that metaphor is pervasive in everyday life and it is the basis of our conceptual system.Written metaphors of teaching have been used as tools to investigate teachers’ beliefs, values, and principles related to teaching and learning in many content areas and grade levels (eg. Goldstein, 2005; Paris, 2009; Thompson & Campbell, 2003). Furthermore, a visual representation of one’s metaphor in the form of a freehand drawing provides an avenue for reflection and an alternative way of making visible one’s beliefs and values about teaching.
In this case study two graduate education students’ written and visual metaphors of teaching are analyzed using content analysis and trait coding (Gulek, 1999; Haney, Russell & Bebell, 2004). Consistencies and inconsistencies between individual’s written and visual metaphors were identified as well as similarities and differences between the individuals’ metaphors. Implications for teacher educators are discussed and future areas for research are proposed.
