Abstract
Many studies reveal that personal insights and growth can be followed through the study of narratives and metaphors in the field of education. Yet, there is a striking lack of studies in education that analyzes students’ metaphors regarding teacher-training practicum as a continuous process, and there is a lack of such studies in various cultural contexts. This paper describes how Arab teacher-training students described their impressions of their practical experience through personal stories entirely based in metaphoric language. The study was carried out in a multiple case study format, in which the cases are the stories of the students. The stories were written in Arabic the mother tongue of the students. This paper contributed to the body of knowledge available about student teachers’ practical experiences in two ways: first, by providing a detailed understanding of how students perceive their practicum; and second, since knowledge through metaphors can provide direction in structuring training courses for student teaching in accordance with student insights and by addressing their needs, such an understanding will be useful to teachers and instructors and can guide them in providing training that is relevant, rational, and supportive.
Highlights
The main objective of teacher training is to prepare students to function in a professional manner as teachers (Lamm, 1989)
It strives to develop the ability to exercise discretion and acquire professional goal-oriented techniques for activating pedagogical considerations, and to develop feelings of responsibility for inculcating knowledge and building the characters and identities of their pupils (Beyer, 1990, Reichenberg & Sagi, 2003; Sarel, 1997). It seeks to provide an opportunity for the student to learn through personal experience (Khalil & Asadi, 2005); and to develop reflective thinking that encourages practical wisdom in the student teacher and helps them become aware of the information they possess (Dickman, 2005)
By analyzing the stories of the students’ experiences during their practicum, the study found that student teaching progresses on a timeline over three accumulative stages of the practicum: 1) prior to the beginning of practicum; 2) during the practicum; and 3) towards the end of practicum
Summary
The main objective of teacher training is to prepare students to function in a professional manner as teachers (Lamm, 1989). It strives to develop the ability to exercise discretion and acquire professional goal-oriented techniques for activating pedagogical considerations, and to develop feelings of responsibility for inculcating knowledge and building the characters and identities of their pupils (Beyer, 1990, Reichenberg & Sagi, 2003; Sarel, 1997). It seeks to provide an opportunity for the student to learn through personal experience (Khalil & Asadi, 2005); and to develop reflective thinking that encourages practical wisdom in the student teacher and helps them become aware of the information they possess (Dickman, 2005). The practicum is designed to help students form their educational philosophies and beliefs; develop their perspectives, orientations, philosophies, and principles; and increase their awareness of the practicum as a developmental process influenced by the personal and cultural characteristics of the trainees, the macro-political context, the structure of the educational curriculum, and the organizational environment in which the practical experience takes place (Awad, Zoabi, & Khalil, 2009; Parkison, 2008a, 2008b)
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