Prospective and In-service Teachers’ Thinking about Teaching and Learning: A Metaphorical Analysis

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.