Mapping Preservice Teachers’ Metaphors of Teaching and Learning
Keywords:
teacher education; metaphor; social cartography; critical discourse analysis; constructivist pedagogyAbstract
This study explores preservice teachers’ metaphors of teaching
and learning. Specifically, it uses social cartography and critical discourse analysis to map the beliefs of 20 preservice teachers at a large urban university. The results suggest a split between those who share positivist 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, learnercentered metaphors are framed as the most pedagogically appropriate,
and the implications of replacing positivist ways of thinking with more
constructivist views are discussed.
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