Prospective and In-service Teachers’ Thinking about Teaching and Learning: A Metaphorical Analysis
Keywords:
Teaching metaphors, teachers' thinking, teachers' practice
Abstract
The domain of teachers thinking has got much attention since mid 1990s, for it is believed that thinking governs practice. Different methods have been used to unveil teachers‟ thinking. This study examined 27 prospective and 29 in-service teachers‟ thinking about teaching and learning by using metaphorical statements produced by respondents themselves. Metaphors were achieved by an open-ended questionnaire that asked „How do you understand teaching and learning?‟ Findings indicate that the majority of metaphors formulated by prospective (77.6%) and in-service teachers (75.4%) refer to the behaviourist notion of learning. Very small numbers of metaphors that refer to constructivist notion of learning were formulated. This contradicts Ethiopia‟s education policy intentions and expected corresponding behavioural and role changes. By reflecting on the findings in light of the existing literature, possible rooms for intervention are suggested.
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References
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Boghossian, P. (2006). Behaviorism, Constructivism, and Socratic Pedagogy. Educational Philosophy and Theory, 38(6): 713-722. Carter, K. (1990). Meaning and Metaphor: Case Knowledge in Teaching. Theory into Practice, 29 (2):109-115. Clark, C., & Peterson, P. (1986). Teachers’ thought Processes. In: Wittrock, M.C. (Ed.), Handbook of Research on Teaching (3rd edition). New York.: Macmillan. Dawit, M. (2001). The Impact of the New Primary School Curricula on Teaching Practice, Role Relationship of Students and Teachers, and Students’ Learning behaviours: Teachers’ and Students’ Views. National Conference on Quality Primary Education in Ethiopia. Published in Institute of Educational Research Proceedings. Addis Ababa University, 159-173. Dawit, M., & Alemyehu, B. (2001). Pre-service Teachers’ Perception towards Professional Courses and the Efficacy of Subject Methodology Courses in Developing Pedagogical Content Knowledge. Ethiopian Journal of Education, 21(2):21-57. Dershimer, G., & Peeve, P. (1994). Studying Teachers’ thinking about Instruction: Issues Related to analysis of Metaphoric Language. In: Calgren, I., Hndaal, G., Vaage, S. Teachers’ Minds and Actions: Research on Teacher thinking and Practice. The Falmer Press, London. Enerson, D. (2001). Mentoring as Metaphor: An Opportunity for Innovation and Renewal. New Directions for Teaching and Learning, 85, 7-13. Fischler, H. (1994). Concerning the difference between Intention and Action: Teachers’ Conceptions and Actions in Physics Teaching. In: Calgren, I., Hndaal, G., Vaage, S. Teachers’ Minds and Actions: Research on Teacher thinking and Practice. London:The Falmer Press.
Freeman, D. (1994). The use of Language Data in the Study of Teachers Knowledge. In: Calgren, I., Hndaal, G., and Vaage, S. Teachers’ Minds and Actions: Research on Teacher thinking and Practice. The Falmer Press, London. Fullan, M. (1991). The Meaning of Educational Change. Toronto: Ontario Institute for Educational Studies. Fullan, M., & Pomfret, A. (1977). Research on Curriculum and Instruction Implementation. Review of Educational Research, 47(1):335-397. Hanny, L. (1996). The Role of Images in the Secondary School Change Process. Teachers and Teaching: Theory and Practice, 2 (1):105-121. Leavy, M. A., McSorley, F.A., & Bote, L.A. (2007). An Examination of What Metaphor Construction Reveals about the Evolution of Preservice Teachers’ Beliefs about Teaching and Learning. Teaching and Teacher Education, 23:1217–1233. Martin, M., Sauelda, N., & Huber, G. (2001). Metaphors as Blue Prints of thinking about Teaching and Learning. Teaching and Teacher Education, 17(8): 965-977. Ministry of Education. (1994). New Education and Training Policy. Addis Ababa. Moje, E. B., &d Wade, S. E., (1997). What Case Discussion Reveals about Teacher thinking. Teaching and Teacher Education, 13, 691-712. Pajares, M. F. (1992). Teachers' beliefs and Educational Research: Cleaning up a Messy Construct. Review of Educational Research, 62(3): 307-332. Peretz, M., Mendelson, N., & Kron, F. (2003). How Teachers in different Educational Contexts View their Roles. Teaching and Teacher Education, 19(2): 277-290.
Reynolds, D. (2000). What does the Teacher do? Constructivist Pedagogies and Prospective Teachers’ Belief about the Role of Teacher. Teaching and Teacher Education, 16(1): 21-32. Sato, K., & Kleinsasser, R.C. (2004). Beliefs, Practices and Interactions of Teachers in a Japanese High School English Department. Teaching and Teacher Education, 20 (8): 797-816. Sfard, A. (1998). On two Metaphors for Learning and the Dangers of Choosing Just one. Educational Researcher, 27(2): 4-13. Sher, M., & Flinders, D.J. (2005). Book Review on: Perspectives on Pedagogy: The False Promises of Constructivist Theories of Learning: A Global and Ecological Critique (C.A. Bowers). New York: Peter Lang Publishers. Shulman, L. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57, 1-22. Silman, K., & Duna, T. (2001). Metaphor: A Tool for Promoting Prospective Elementary Teachers Participation in Learning Science Teacher Learning Community. Journal of Science Teacher Education, 12(2), 87-106. Snider, V. E., & Roehl, R. (2007). Teachers’ Beliefs about Pedagogy and Related Issues. Psychology in Schools, 44 (8):873-886. Tobin, K. (1990). Changing Metaphors and Beliefs: A Master Switch for Teaching? Theory into Practice, 29 (2): 122-127. Wilson, B. (1995). Metaphors for Instruction: Why we talk about Learning Environments. Educational Technology, 35(5): 25-30.
Published
2008-06-01
Section
Articles