Abstract
This study investigates how participants from the Primary School Teacher Education Department generate metaphors to describe primary school students and teachers at the beginning (n = 105) and end of their studies to become primary school teachers at the Faculty of Education (n = 89) and during the fourth year of their careers as in-service teachers (n = 30). The results showed that the participants generated mostly teacher-centered and behaviorist metaphors during these three waves. Accordingly, this longitudinal metaphor study provides teacher educators with important information about the changes in the beliefs of pre-service teachers and their professional development.
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