Abstract
The present article aims at analysing the role of the teacher as a guide, which seems to have gained a significant amount of attention in the teaching community recently. The paper presents conclusions emerging from the original research conducted in compliance with the theory of conceptual metaphor, and it intends to demonstrate how the perception of the teaching profession is reflected by the language that educators use while discussing various aspects of the educational process. The source material was gathered during the interviews with practising teachers organised by the author, in the course of which the participants were asked eleven education-related questions. The analysis of teacher discourse can provide a valuable source of information about the teaching profession as perceived by the teachers themselves, in keeping with one of the main assumptions of cognitive linguistics positing that language reflects people’s perception of the surrounding world.
Published Version
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