Mapping Preservice Teachers' Metaphors of Teaching and Learning

Daniel Casebeer

Abstract


This study explores preservice teachers’ metaphors of teaching and learning. Specifically, it uses social cartography and critical dis-course analysis to map the beliefs of 20 preservice teachers at a large ur-ban university. The results suggest a split between those who share pos-itivist metaphors, which depict teaching and learning as a unidirectional process, and those who share constructivist metaphors, which depict teaching and learning as a more dynamic social process. Considering the increasingly diverse population of students in the United States, learner-centered metaphors are framed as the most pedagogically appropriate, and the implications of replacing positivist ways of thinking with more constructivist views are discussed.


Keywords


teacher education; metaphor; critical discourse analysis; social cartography; constructivist pedagogy

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References


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