Metaphor For Education Research Articles

Romance and the Teacher: A Dissertation Revisited

This article is an auto-ethnographic study of my own deeply held metaphors about teaching and how I carry them into my university classroom work with preservice teachers. It is a continuation of a previously shelved dissertation. Ignited by a simple question during an encounter with a former student and research participant, this article looks at the dissertation work carried out previously through a new lens. The dissertation focused on my participants who were students and student teachers and their metaphors about teaching. Years later I was challenged to revisit this work and identify my own teaching metaphors. By holding a metaphor of teaching as a romance I was challenged to consider how that metaphor carried itself into my teaching and into my relationships with students. Through honest reflection and self-examination, I learned that my metaphors must be recognized and challenged. They do carry into my work with students and can change how I see them as future teachers.

Экспликация метафор образования как метод исследования педагогической коммуникации в дистанционном обучении

Экспликация метафор образования как метод исследования педагогической коммуникации в дистанционном обучении

Toward the Use of Conceptual Metaphors of “Teacher” Perceived by High-school Students

This study is an attempt to find out the use of conceptual metaphors of teachers by the high-school students based upon Oxford et al. taxonomy (1988). In so doing, seventy participants were randomly selected among the high-school students of both genders aged 15 to 18 in Rezvanshahr – A city in Guilan province. The questionnaires were distributed required them to jot down their own conceptual metaphor about their teachers. The gathered information was analyzed through SPSS software after codifying. The results showed that most frequent class of metaphors used by them were “Learner-Centered Growth”. It is meant that Iranian students like their teachers to be the facilitators who pave the way for them. On the other hand, there exists no significant relationship between gender and the type of metaphors that students use about their teachers.

Community as Curriculum: Nurturing the Ecosystem of Education

AbstractOur ways of living together, communicating, and learning shape social life and our responses to problems such as economic injustice, racism, or climate change. That insight led John Dewey to identify democracy and its engine, democratic education, as the best means for assembling the knowledge necessary to address complex challenges and to ensure that we can live amicably with one another. This article proposes an ecosystem metaphor for democratic education, one that emphasizes the relations between communities and schooling. It calls for a renewed sense of community as curriculum and lays out four major ways in which that can occur. It also discusses contemporary difficulties for democracy and democratic education.

PRE-SERVICE EFL TEACHERS’ METAPHORICAL CONCEPTUALIZATIONS OF AN EFL TEACHER

This study aimed to examine pre-service Turkish EFL teachers’ conceptualizations of an EFL teacher through metaphors. To this end, a total of 59 senior pre-service EFL teachers, who are majoring in ELT at Gazi University, a state university in Ankara took part in this study. Of these participants who are aged between 20 and 24, 53 were female and 6 were male. The data for the study were collected via a metaphor elicitation task in which the participants were asked to fill in the prompt “An English teacher is like…………. because………..” in Turkish. Before eliciting the metaphors of pre-service teachers, a 15- minute workshop was held to explain what metaphor is and how it is utilized to reflect individuals’ thoughts and actions in daily life. Qualitative research method was used in the present study and content analysis was carried out to analyze the data accordingly. The results of the study showed that senior pre-service EFL teachers conceptualize an EFL teacher mostly through roles that are not peculiar to an EFL teacher, but a teacher in general. Furthermore, the results suggest that senior pre-service teachers tend to adopt traditional teacher roles like provider of knowledge in their conceptualizations of an EFL teacher. Article visualizations:

The present, past, and future of the gardening metaphor in education

Educators and educational theorists frequently employ a gardening metaphor to capture several child-centred principles about teaching and children, i.e. teachers must respect a child’s unique interests and abilities, recognise what is developmentally appropriate for students, and resist pursuing a narrow set of outcomes. Historically, however, educational theorists were as likely to use the gardening metaphor to support teacher-centred, ‘moulding’ ideals as they were to support child-centred ideals. Furthermore, in stark contrast to the contemporary optimism about a child’s innate, unique potential, the use of the gardening metaphor in the past sometimes supported prejudicial, deterministic views of children. In many ways, therefore, the contemporary use of the metaphor reflects genuine progress in educators’ ideas about children and their potential. Nevertheless, those who employ the gardening metaphor today might learn from some of its past users. Eager to avoid imposing their own goals on children, today child-centred gardeners have resisted articulating normative ideals by which teaching and parenting might be guided. Yet a normative ideal of the educated adult is not inconsistent with child-centred gardening.

From starting stories to staying stories to leaving stories: the experiences of an urban English as a Second Language teacher

This narrative inquiry examines why a well-respected English as a Second Language teacher quit teaching in an urban middle school in advance of her retirement. The work provides interpretive accounts of what attracted the teacher to start teaching ESL, what caused her to stay in the profession and the circumstances that drove her to quit. In the fourth largest city in the U.S. where the research unfurled, urban teacher attrition is a burgeoning experienced teacher phenomenon as well as a beginning teacher trend. The same can be said for other urban cores globally. Ashley’s stories of starting, staying and leaving teaching as an experienced and much-loved professional makes important knowledge contributions having to do with: (1) unfolding lives, unfolding social movements, unfolding educational trends; (2) different threads of experience and the making of a life; (3) ESL teaching and social justice; and (4) teaching metaphors and images.

COGNITIVE FUNCTION OF METAPHORS IN LUKAS VERSES OF THE BIBLE

This research is aimed to explore the cognitive function of metaphor in Jesus teaching in Lukas verses in parables. The research applies the Conceptual Metaphor Theory. The data is taken from fourteen verses of Lukas chapter 12 verse 35 to 48. The data analysis is applying the Creswell data analysis Hierarchal Data Analysis Technique. The data shows cognitive functions of Jesus’ Teachings to Bible’s readers. The data analysis revealed, there are 36 metaphors used. These metaphors are classified into categories of structural metaphors, ontological metaphors and orientational metaphors. The data show that Lukas chapter 12 verse 35 to 48 use the three cognitive function of metaphors, structural function, ontological function and orientational function. There is also with one additional function that there is metaphor formed as structural function but functioned as ontological function. And then, the metaphors are motivated by the similarity of experience between the metaphor and the back ground of the verses. Keywords: Conceptual Metaphors, Lukas Verses, Cognitive Function

Charcot neuroarthropathy patient education among podiatrists in Scotland: a modified Delphi approach

BackgroundThis evaluation sought to determine current Charcot neuroarthropathy (CN) diabetes patient education practices among Scottish National Health Service (NHS) and academic podiatrists and evaluate novel visual tools and develop expert consensus for future practice.MethodsQuestionnaires collected mixed qualitative and quantitative responses, analysed concurrently within a convergence coding matrix. Delphi methodology permitted member-checking and agreement of consensus over two rounds.ResultsFourteen participants (16.28%) completed a Round One questionnaire, leading to the generation of four themes; Experience; Person-Centred Care and the Content and Context of CN patient education. Seven consensus statements were subsequently developed and six achieved over 80% agreement among 16 participants (18.60%) with a Round Two questionnaire. Respondents agreed CN patient education should be considered for all ‘At-risk’ individuals with diabetic peripheral neuropathy (DPN). Verbal metaphors, including the ‘rocker-bottom’ foot, soft or brittle bones, collapsing, walking on honeycomb and a shattering lightbulb were frequently employed. Visual tools, including visual metaphors and The Charcot Foot Thermometer, were positively evaluated and made available online.ConclusionsKey findings included respondent’s belief that CN education should be considered for all individuals with DPN and the frequent use of simile, analogy and metaphor in CN education. The concept of ‘remission’ proved controversial due to its potential for misinterpretation.

Metafora teatrale e laboratorio pedagogico

The theatre in education does not only act as an instrument. A strong analogy may be drawn between the experience offered by education and that offered by theatre. Viewing theatre as a metaphor for education implies drawing attention to an ambivalent relationship and a crucial element of pedagogical experience. A theatre workshop enables us to acquire a new familiarity, an art, a mindful presence and the ability to reflect competently about ambivalent structure of educational experience.However the metaphoric dimension is also directly related to critical aspects of designing a theatre laboratory with educational, as opposed to exclusively performative, aims.Underlying this position is an interpretation of education and training that differs from the mainstream conception. Specifically, the idea that education is a dispositif. In this view, education is not an experience that has primarily to do with values or morals, or with somebody’s intentions or motivation. Of course these aspects are important, but what actually structures and generates educational experience is a dispositif. Thus the theatrical workshop becomes a field of experience for transformative and performative learning.

Metaphors and education: comparison of metaphors for education among parents of children in school and home education

Home education is a practice in which parents choose not to send their children to school or public educational frameworks, and to teach them at home instead. This is not new, but in several Western countries the numbers of families home educating has been growing recently. The research on home education has used quantitative and qualitative instruments. One of the qualitative methods employed to learn about the worldviews of research participants is metaphor analysis, in which the interviewees are asked to suggest metaphors for the research subject. However, there is a lack of research on home education using metaphor analysis. The present research compared the metaphors of 15 home educating mothers with those of 15 mothers who sent their children to school. The research findings indicate differences between the groups in the degree to which the metaphors were positive, and different perceptions regarding the nature and functions of education itself.

Le metafore linguistiche nella formazione sanitaria. Il contributo della neuro-fenomenologia

Metaphors can enhance students’ reflective skills. After the advantages and the limitations showed in the literature review, a neuro-phenomenological approach suggests how to use linguistic metaphors in health education.

The Metaphorical Perceptions of Prospective Turkish Teachers’ Related to the Concept of “Language”

The purpose of the present study is to reveal the metaphorical perceptions of prospective Turkish teachers’ related to the concept of “language”. The study was carried out with 158 prospective Turkish teachers’ ongoing Gaziantep University, Faculty of Education, Department of Turkish Language Teaching in 2014-2015 academic year. To reveal the perceptions of the prospective teachers related to “language” concepts through metaphors they were asked to complete one of the following prompt “Language likes …..; because….” and “Language likes to ….; because….” within about a course period (45 minutes). Metaphor eliciation method was employed in the present study and content analysis was used for data analysis. Prospective Turkish Teachers produced seventy five different metaphors for the concept of "language". Seventy five metaphors were categorized according to the common features presented in the justifications. Six categories that were structured in this way are as follows “1.Multiple manners, Flexibility, Layering 2. Origin and oldness 3. Being alive, development, change 4. Culture Carrying, Cultural Transporter 5. Communication and Socialization Tool 6. Tool of Expressing Status and Accumulations”. The findings were compared with related studies and suggestions were made for effective use of metaphors in language teaching.

Visual paradigm in early modern modern epistemology

Abstract. The article attempts to deconstruct the rationalist narrative of the visual paradigm of knowledge in the Early Modern philosophy. The aim of this article is to reveal main aspects of visual paradigm of knowledge in the philosophical concepts of rationalist orientation in the Modern era in correlation with ocularcentrism as a process of visual information fixing in human consciousness. It is shown that along with ancient experiments, in which visual perception increases its ability to obtain knowledge about the world, attention is focused on the concept of in a number of semantic aspects. The metaphor of natural light of mind is analyzed. In the Early Modern epistemology two visual techniques of cognition - review and panorama of - are distinguished, which allow to obtain the maximum of information for further mental processing in the mind. In the context of the comparative method, it has been investigated that an important aspect of understanding of the problem of in the Modern time is the achievement of a clear and distinct vision of God's reality. But if in the Antiquity and in the Middle Ages contemplation of the reality of God was associated with spiritual purification from passions, in a situation Modern clarity of vision becomes the result of using the method, which is the process of an ordered procedure for the consideration of an idea. Research results. Visual images have a double embodiment in the Early Modern philosophy – with external, physical, and internal, metaphorical nature. The first is connected with the active attention of Early Modern thinkers to optics and physiology of vision. The second is based on truth and the ways of its achievement, which is the result of understanding of the methodological consequences of the emergence of new optics, new theories of vision, the development of optical devices, the emergence of new artistic means of expression. Conclusion . An important aspect of Early Modern theories of vision is the use of a method that arranges the process of considering ideas. In his context, becomes a metaphor for education, which became the meaning of the Enlightenment

Purposeful Tensions: Lessons Learned from Metaphors in Teacher Candidates' Digital Stories

ABSTRACTThis collective case study examines how two teacher candidates' digital story projects created in literacy methods courses made visible their negotiated and evolving visions of teaching and learning. The digital stories were created to show and describe their future literacy classrooms. Using metaphoric analysis, the researchers uncovered the implicit metaphors of teachers and students present in each of the teacher candidates' digital stories. Looking across these metaphors, tensions and alignments between how the teacher candidates envisioned the role of teacher and the role of student and how these relate to prominent models of education including Industrial and Inquiry models are apparent. Implications for practice include modifications made to literacy methods courses to support teacher candidates to begin the negotiation of their professional identities as they explore multiple experiences of teaching and learning. These modifications include: (a) prompting teacher candidates to see themselves as readers, writers, and inquirers; (b) modeling and experiencing inquiry in teacher education coursework; and (c) providing opportunities for teacher candidates to experience purposeful tensions within their teacher education classes.

On the many metaphors of learning … and their associated educational frames

Current landscapes of curriculum discourse and educational practice are examined by focusing on co-evolutions of metaphors for knowledge, learning and teaching across four prominent ‘frames’—namely, Standardized Education, Authentic Education, Democratic Citizenship Education and Systemic Sustainability Education. It is argued that these frames become compelling and resilient (or repulsive and nonsensical)—not because of what they explicitly assert, but because of the coherence of their implicit webs of vocabulary, metaphor, image and ideological association. While some of these frames/webs may be embraced as complementary, more often they are treated as conflicting or incoherent—in part, it would seem, because of tensions among their mainly implicit substrates of figurative association.

Establishing a method for analysing metaphors in higher education teaching: a case from business management teaching

ABSTRACTIt has been suggested that metaphors have a crucial influence on the way we perceive and construct the world. As a result, metaphor analysis has been used as a way to reveal, analyse and understand conceptions of teaching in higher education. This paper introduces a different way to analyse metaphors for teaching than the ones previously used in higher education. By focusing on temporarily stable, spontaneously uttered metaphors in conversation data, the unfiltered metaphors for teaching are analysed. Through a thorough analysis of eight interviews with lecturers from business management, it is established how teaching in this context is conceptualised as a vehicle on tracks and as having levels as well as depth and width. It is discussed how the identified metaphors open up a space of possibilities for the lecturers and to what extent these results can be generalised beyond this context.

Nominalization, abstraction and technicality in History and Physical Science: some evidence from Greek primary school textbooks

The aim of this paper is to analyse Greek primary school textbooks of History and Physical Science in terms of their abstraction and technicality, which - following Systemic Functional Linguistics - characterize educational knowledge, mainly based on written language. Written texts reconstruct experience into specialized knowledge through the grammatical metaphor of nominalization, which is considered to be strongly related to the recontextualization of oral mode to written mode. Moreover, research on secondary education school texts has shown relevant variety between Physical Science and History texts by means of lexicogrammatical choices employed. But, since relevant research stresses the importance of grammatical metaphor in secondary education, our attempt in this paper is to illustrate some facets of the same phenomenon in Greek primary education textbooks. More specifically, our aim is to analyse some Greek textbooks of History and Physical Science in terms of nominalization in order to account for its ways to pattern specialized fields, according both to grades (A ΄ to F ΄ ) and to different school disciplines.

Rodgers on calls for observable verbs

This paper takes up Shannon Rodgers’ 2016 critique of curriculum writers’ call for observable verbs (‘Minding our metaphors in education.’ Educational Philosophy and Theory 48 (6), pp. 563–578), and argues that a more effective line of critique should focus not on metaphorical thinking, but on the notion of observation itself, by way of Nietzsche on metaphor, the history of astronomy, the non-existence of dragons and dissuading indigenous people from voting.

The invisible hand: designing curriculum in the afterward

This paper diffracts a curriculum design workshop via online collaboration of a collective emerging from that event. Through the workshop, involving theory, conceptual art, writing, photography and curriculum planning, and the subsequent sharing of words and images, we move beyond interrogating designs for future subjects to asking how the pedagogical imagination composes both the material and immaterial, the corporeal and incorporeal, within ecologies continually transforming in the process of making. We complicate ‘delivery’ or ‘conduit’ metaphors of education and perceive ‘design’ in co-compositions of human and nonhuman elements, resisting stasis, resisting closure. This workshop paper positions design in the realm of the artist–activist, rather than that of the bureaucrat–technician, and shifts intentionality beyond the invisible and controlling hand of humanism, as curriculum design we might do in the afterwards, rejecting instrumentalism.