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1.
Secondary teachers' conceptual metaphors of teaching and learning: Changes over the career span 总被引：5，自引：0，他引：5
Much has been written about the persistence of teacher beliefs upon entering and exiting preservice teacher education programs. Little research has explored teacher beliefs over the career span. Through an online survey instrument teachers (n = 110) choose which teaching metaphors most closely match their own under three conditions: upon first entering the profession, at present, and ideally. Analysis indicates that 63% of teachers changed their conception of teaching over time. While very experienced teachers began teaching with teacher-centered conceptual metaphors, over the course of their careers some move toward student-centered metaphors. Newer teachers have a tendency to begin with and aspire to student-centered conceptual metaphors. Teachers whose metaphors for current and desired practice differed identified obstacles to, and suggestions for, a better fit. 相似文献
2.
《International Journal of Educational Research》1998,29(3):227-240
This study sought to describe the metaphors entry level preservice teachers bring with them as they begin a teacher education program. One hundred thirty four (134) students certifying in elementary education and 119 students certifying in secondary education completed a questionnaire designed to capture the metaphors they hold on life, children, and teaching. Secondary preservice teachers were more likely to write their own metaphors of life and childhood than their elementary counterparts. No one from the elementary group created his/her own metaphor for life and childhood, while nearly 31% of the secondary group created a metaphor of life, childhood, or both. The metaphors students created to describe teaching revealed four dominant themes: teaching as guiding, teaching as nurturing, teaching as stimulating, and teaching as telling. The chapter closes with a discussion of implications for how changes to the cognitive structure of students’ metaphor entailment patterns occur over time. 相似文献
3.
This qualitative study based on semi-structured interviews examines the metaphors new teachers use to describe their professional identities and compares metaphors chosen immediately following graduation with those suggested part way through their first year of teaching. Findings indicate that new teachers make a shift from seeing themselves as ready for the challenge, to adopting a survival mode. The metaphors suggest that new teachers struggle to develop a professional identity during their first year, and that this development process is gradual, complex and often problematic. Implications for teacher education indicate that greater emphasis needs to be placed on exploring professional identity in pre-service programmes. 相似文献
4.
Past research has clearly indicated that teachers’ metaphors can serve as a framework that moves our understanding of teaching forward by making more explicit the intuitive knowledge teachers hold about themselves, their classrooms, and their practice. Making explicit how metaphors uncover the understandings that guide the practices of in-service teachers, individually and collectively, can provide insight into the assumptions they hold about teaching and teaching practice. The purpose of this study was to explore how in-service teachers’ self-constructed metaphors revealed their perceptions of their roles, obligations, and assumptions about teaching and learning, and consider the implications of such exploration for teacher education and development. The four experienced teachers who participated in this study constructed personal teaching metaphors for which they provided an explanation. Analysis of the metaphors using positioning theory provided evidence that teaching metaphors capture the individual identity and specify the plotlines of teaching and the obligations, duties, and responsibilities of the teacher as well as the role of the teacher and others in the teacher’s practice. We found that each metaphor brought elements of identity and teaching practice together in unique and divergent ways. A subsequent cross-case analysis revealed common discourses of teaching: responsibility, nurturing, and caring, and teacher and student learning. Both the individual and cross-case analysis suggest the potential value of metaphor work for informing teacher education and professional development to advise teachers, teacher educators, school leaders, and policy makers. 相似文献
5.
First in Family (FiF) is an under-recognised equity grouping which may encompass low-SES, mature-aged, regional and remote, and Indigenous students. FiF tertiary students are more likely to be in a position of educational disadvantage over students who have other family members available to share the experience of university life and discuss aspirations. Building on previous research, we conducted semi-structured interviews with 18 FiF university students from a range of disciplines across three South Australian institutions. We analysed the interview data based on themes derived through readings of FiF literature, adding new ones as they emerged as part of the process of analysis. In this paper, we specifically focus on the interview responses which included metaphors or analogies. Metaphors provide a conceptual framework for thinking about a particular problem and drawing comparisons between unlike situations. Our experience as educators told us that students often subtly and unintentionally utilise metaphors when articulating lived experiences. We both specifically asked the FiF students to identify a metaphor that reflected their experience of being at university and also considered their use of metaphors in response to other questions. In exploring these metaphors, we have gained insight into students’ day-to-day experience of attending university and have gained information about their motivations and their struggles. When considered by university staff and policy-makers, this information could be used to guide the development of strategies that may help future FiF students. 相似文献
6.
7.
Carolyn Dowling 《Education and Information Technologies》1998,3(3-4):163-173
For most users, including students, the choice of interface metaphors defines the nature, purpose and capabilities of both the computer and its software. In educational contexts the choice of interface metaphors includes consideration of beliefs and theories concerning the nature and purpose of education and the way in which learning takes place. These understandings are modified over time, resulting in changes to the types of metaphors which are felt to be appropriate for educational software. In addition to the choices made deliberately by software designers, most metaphors carry with them a legacy of extraneous understandings or entailments which may not necessarily be in keeping with their intended purposes.This article critically examines a selection of the most common and arguably the most influential of those broader metaphorical conceptions concerning the role of the computer in the classroom which have been responsible for setting the tone of student- com puter interaction. © IFIP, published by Kluwer Academic Publishers 相似文献
8.
Audrey C. Rule Greg P. Stefanich Robert M. Boody Belinda Peiffer 《International Journal of Science Education》2013,35(6):865-887
Science, technology, engineering, and mathematics (STEM) fields, important in today’s world, are underrepresented by students with disabilities. Students with visual impairments, although cognitively similar to sighted peers, face challenges as STEM subjects are often taught using visuals. They need alternative forms of access such as enlarged or audio‐converted text, tactile graphics, and involvement in hands‐on science. This project focused on increasing teacher awareness of and providing funds for the purchase of supplemental adaptive resources, supplies, and equipment. We examined attitude and instructional changes across the year of the programme in 15 science and mathematics teachers educating students with visual impairments. Positive changes were noted from pretest to posttest in student and teacher perspectives, and in teacher attitudes towards students with disabilities in STEM classes. Teachers also provided insights into their challenges and successes through a reflective narrative. Several adolescent students resisted accommodations to avoid appearing conspicuous to peers. Teachers implemented three strategies to address this: providing the adaptations to all students in the class; convincing the student of the need for adaptation; and involving the class in understanding and accepting the student’s impairment. A variety of teacher‐created adaptations for various science and mathematics labs are reported. Another finding was many adaptations provided for the student with visual impairment benefitted the entire class. This study supports the claim that given knowledgeable, supportive teachers, and with appropriate accommodations such as tactile or auditory materials, students with visual impairments can be as successful and engaged as other students in science and mathematics. 相似文献
9.
A look at corporal punishment and some implications of its use 总被引：1，自引：0，他引：1
F C Wilson 《Child abuse & neglect》1982,6(2):155-164
The author notes several legal, social, philosophical and educational attitudes common to Canada and the United States which have, for centuries, characterized the uses of corporal punishment with children. Specifically, corporal punishment is viewed as a technique for developing discipline within the school system. Inconsistencies in both Canada and the U.S. are noted regarding court decisions and their application in the classroom. Recent revisions to The Ontario Child Welfare Act are discussed in light of its implications for parents and teachers who physically punish their children or students. Research findings related to corporal punishment and their implications for schools are cited. Negative side-effects of administering punishment are also described. The evidence suggests that corporal punishment besides being an ineffective learning technique, is not the uncomplicated, quick solution many may think it. The author concludes by proposing that because of their important role in the lives of developing children and considering the resources devoted to teacher training, teachers should be held as legally accountable for their use of corporal punishment with children as parents are. As well, he indicates the need for (1) increased teacher training in the areas of child management, classroom management and interactional processes; (2) greater opportunity to devise creative problem-solving strategies; and (3) a re-ordering of priorities at universities, colleges and faculties of education which would benefit not only teachers, but ultimately their students. 相似文献
10.
Esther Ntuli Jared Keengwe Lydia Kyei-Blankson 《Early Childhood Education Journal》2009,37(2):121-126
The use of electronic portfolios is increasingly becoming popular in teacher education programs. The electronic portfolio
allows learners to express their work and take ownership over their own ability to plan and assess and reflect upon their
learning during a specific period of time. While many teacher education programs have adopted electronic portfolios in order
to meet accreditation requirements, others use electronic portfolios to develop and improve on students’ technology skills—train
students on how to better use technology in instruction and student assessment. Irrespective of the reasons for adoption,
there is the need to assess students’ perceptions of electronic portfolios, and especially to explore the benefits and challenges
students face in using electronic portfolios in their course work. Using a qualitative research design, the current study
explored teacher candidates’ attitudes toward electronic portfolios and the differences that electronic portfolios bring to
their profession. Such a study is necessary to help administrators identify students’ needs to ensure that they are gaining
the maximum benefits from the use of electronic portfolios in their programs of study. 相似文献
11.
Drawing on the work of one teacher candidate, I demonstrate what can be learnt about the process of discursively constructing a teacher identity through the close study of written plans and portfolios. This teacher candidate positioned herself differently over time in relation to discourses from her teacher education programme about the importance of using detailed knowledge of students to guide planning and instruction. In the end, she downplayed specific information about students, arguing students' interests were “worthless.” The findings have implications for the ways teacher educators work with teacher candidates around artefacts of practice. 相似文献
12.
Brian P. Godor 《Roeper Review》2019,41(1):51-60
Metaphors are devices that people employ for both poetic purposes and rhetorical elaboration and belong to the realm of extraordinary language. Metaphors are used to connect abstract ideas and information to more concrete experiences, thus making these experiences more familiar and easier to understand. Moreover, metaphors are more than symbolic intellectual processes; they influence the conceptual understanding of our experiences and help define our everyday realities. For education, there is an important and relevant practical connection between the metaphors that teachers employ and their beliefs about teaching and classroom practices. This stems from the notion that metaphors guide one’s mental framework. In order to gain a deeper understanding of the metaphors influencing teachers in gifted education, this study specifically asked teachers to describe both their metaphors concerning gifted students as well as those influencing their teaching. In this study, nine different themes were identified. This research demonstrates a clear connection between reported metaphors and how gifted students receive their education from teachers. Participants’ answers demonstrate a strong connection between their metaphors and their classroom practices. However, strict adherence to one’s root metaphor increases the chance for dogmatism in the classroom and can lead to potentially incoherent classroom differentiation and a potential disconnect between classroom practices and the actual pedagogical needs of the gifted learner. 相似文献
13.
To ratify possibilities for worldly linguistic connectivities and critical theorising there is a need to forgo the exclusionary preoccupation with English and Western critical theories. The debates informing the international circulation of Bourdieu’s (1977, 1993, 1999, 2004) ideas provide methodological lessons for moving from critical sociology of education to educational research for critique. This study reports on the use of Chinese metaphors to critically theorise evidence of Australian education. It provides an analysis of the translation of Chinese metaphors, their use as theoretical tools and the preempting of the antagonistic reception of Chinese metaphors by Western Anglophone educators. A worldly education of linguistic connectivities and critical theorising is shown to engage in the reflexivity necessary for making Chinese research students’ bi- or multilingual competence a presence in Australian teacher-researcher education. At the, same time they are articulating claims for reconfiguring its internationalisation. 相似文献
14.
《Studying Teacher Education》2013,9(3):312-326
This study analyzes end of course institutional teaching evaluations (ITEs) done anonymously by students in a pre-service teacher education course over a 15-year span. The purpose was to determine if and how the ITE findings might inform practice and relate to teaching metaphors as a tool of study. Analysis revealed: (a) teacher effectiveness ratings were more meaningful when examined by metaphor periods and when outliers, which skewed the trends, were removed, (b) patterns in students’ optional narrative comments on ITEs indicated that students consistently saw instructor strength in caring and weakness in clarity, (c) there was no clear correlation between narrative comments and teacher effectiveness ratings, and (d) alignment with identified teaching metaphors was strongest with student narrative comment categories. In addition, doing this analysis reframed the way I thought of myself as a teacher and allowed me to make positive changes in how I related to students. Comments from the course in the semester following the analysis support this contention. This work informs the field by considering the usefulness of metaphors for long-term study of practice as well as modeling how teacher educators subjected to accountability measures can use such institutional measures to create meaningful study of practice. 相似文献
15.
The present study investigates whether teacher perceptions of students’ cognitive skills, their learning motivation, and their classroom behavior differ according to students’ socioeconomic status, immigrant background, and gender. Data from N = 4746 German fourth graders and data from their parents and teachers were analyzed using structural equation modeling. Controlling for student achievement as measured in a standardized achievement test and student motivation as measured by student and parent reports, we found that teachers overestimated the cognitive skills of high-SES students and girls in comparison to those of low-SES students and boys. Similarly, teachers perceived high-SES students, students who are not from an immigrant background, and girls as having a higher learning motivation and as having more cognitive skills. Finally, we found that teachers’ perceptions of students’ learning motivation and classroom behavior mediated the relationship between student characteristics and cognitive skills as perceived by the teacher. 相似文献
16.
Maija Lanas Pauliina Rautio Anne Koskela Susanna Kinnunen Elina Viljamaa Jaana Juutinen 《Discourse: Studies in the Cultural Politics of Education》2017,38(4):530-541
This article presents a study in which we began with a question ‘how to teach theoretical reflectivity in teacher education’, and ended with a sentence ‘there is theoretical diffraction in teacher education’. The research presented in this paper took place in the context of a university course in which we have been involved for the past two years. During the course we simultaneously aimed to teach theoretical reflection and to analyse what was happening as we taught theoretical reflection. For two years we asked: What are students doing while we are trying to engage them in theoretical reflection? We noted that students are engaged in theory, but not in ways easily readable to the educators, and that the process could be called theoretical diffraction rather than reflection. Theoretical diffraction during the course was patterned by existing discursive practices: (1) disciplining emotions and focusing on control and answers; (2) personalising school as the teacher, and personally defending it; and (3) prioritising practice over theory and seeing both as dogma. 相似文献
17.
Daphne Loads 《Teaching in Higher Education》2013,18(4):409-421
University lecturers need to help their students to develop ways of being that will allow them to flourish amidst uncertainty. Professional development workshops involving artwork and reflection provide a space where lecturers themselves can hold, examine and develop tolerance for uncertainty. Artwork and exploration of metaphors enable them to reflect on who they are as teachers, and what teaching means to them; two enquiries that are likely to involve some encounters with uncertainty. Two series of art workshops were offered to 11 nurse educators over two periods of three months. The workshops were characterised by exploration of metaphors, which allowed participants to draw on and move beyond naïve inquiry. Photographs of their artwork are presented, which demonstrate that participants were enabled to make a restorative space in their workplace, stay with ambiguity and re-embody their thinking. 相似文献
18.
Dirk Felzmann 《International Journal of Science Education》2013,35(16):2795-2824
To date, there has only been little conceptual change research regarding conceptions about glaciers. This study used the theoretical background of embodied cognition to reconstruct different metaphorical concepts with respect to the structure of a glacier. Applying the Model of Educational Reconstruction, the conceptions of students and scientists regarding glaciers were analysed. Students' conceptions were the result of teaching experiments whereby students received instruction about glaciers and ice ages and were then interviewed about their understandings. Scientists' conceptions were based on analyses of textbooks. Accordingly, four conceptual metaphors regarding the concept of a glacier were reconstructed: a glacier is a body of ice; a glacier is a container; a glacier is a reflexive body and a glacier is a flow. Students and scientists differ with respect to in which context they apply each conceptual metaphor. It was observed, however, that students vacillate among the various conceptual metaphors as they solve tasks. While the subject context of the task activates a specific conceptual metaphor, within the discussion about the solution, the students were able to adapt their conception by changing the conceptual metaphor. Educational strategies for teaching students about glaciers require specific language to activate the appropriate conceptual metaphors and explicit reflection regarding the various conceptual metaphors. 相似文献
19.
Charlotte E. Rees Lynn V. Knight Jennifer A. Cleland 《Assessment & Evaluation in Higher Education》2009,34(4):455-467
Current perspectives in cognitive linguistics highlight the conceptual nature of cognition and how the conceptual metaphors we hold affect ways we think, talk and act. This study examines medical educators’ metaphoric talk to understand ways in which assessment relationships with students are conceptualised in order to understand why educators might ‘fail to fail’ underperformance in medical students. We conducted 10 focus groups with 70 educators at two UK medical schools. The audiotapes were transcribed and analysed using systematic metaphor analysis. The analysis revealed six over‐arching metaphors associated with the target domain of assessment relationships, i.e. assessment relationships as journey, war, sport, parentalism, machine and medicine. While medical educators conceptualised students’ academic failure in relatively innocuous ways (e.g. students’ failure to arrive at their destination; journey), they also conceptualised failure in harmful ways (e.g. students’ death; war). If medical educators hold the concept of assessment relationships as war, it is perhaps unsurprising that they are reluctant to fail students. We discuss these findings in light of existing literature and provide recommendations for designing training sessions through which assessors can address reluctance to fail underperformance. Such faculty development may aid assessors in identifying and using alternative metaphors to conceptualise the assessment relationship. 相似文献
20.
This study examines teachers of Black male students in a United States secondary school setting. Qualitative methods were used to document teachers' ideologies of and practices with their Black male students. In general, teachers drew upon competing structural and cultural explanations of Black male social and academic outcomes, while also engaging in practices that contested school barriers for Black males. Teacher beliefs about and practices with their Black male students were inconsistent in many ways, yet their agency on behalf of Black males might be understood as essential to Black male educational progress. 相似文献