Abstract
A phenomenological study was conducted to further a better understanding, and inquire a new awareness, on how metaphors can support professional growth and shape teacher identity for early childhood education students. Examining teaching metaphors might be another strategy for teacher preparation programs to help early childhood education students in identifying their pre-existing values about teaching and learning. Teaching metaphors may guide students to reflect on values and beliefs that make an important impression on their individual teaching journey.
Highlights
What is the paraphernalia of teaching? What does conceptualizing developmentally appropriate practice entail in an early childhood classroom? How do they become a reflective and culturally responsive practitioners? In the ongoing inquiry surrounding teacher preparation and the professionalization of teaching, early childhood educators are encouraged to become more aware of their own methods and practices (Ryan & Whitebook, 2012)
A beneficial task for early childhood teachers is to seek out pedagogical metaphors that are profound enough to embody their personal and professional identity. The purpose of this ethnographic research was to examine metaphors selected by early childhood students that describe their teaching practice and teacher identity
A phenomenological approach was conducted to explore metaphors used in an early childhood education class to increase awareness and introduce first-year early childhood education students to the importance of professional identity, personal teaching, and reflective practice in an early childhood education
Summary
What is the paraphernalia of teaching? What does conceptualizing developmentally appropriate practice entail in an early childhood classroom? How do they become a reflective and culturally responsive practitioners? In the ongoing inquiry surrounding teacher preparation and the professionalization of teaching, early childhood educators are encouraged to become more aware of their own methods and practices (Ryan & Whitebook, 2012). Several studies have been conducted on the importance of metaphors for teaching practices and the use of metaphors in eliciting teachers’ beliefs of teaching (Inbar, 1996; Kesen, (2013); Martinez, Sauleda, & Huber, (2001); Massengill-Shaw & Mahlois (2008); & Oxford et al (1998). Research findings from these studies may assist educators and teacher preparation programs with supportive and helpful information about teacher beliefs and the importance of using metaphors as a foundation for a deeper understanding of teaching and learning. Metaphors may be valuable images for teachers to consider in guiding their practice and professional development
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