The Nature of What Teachers Know: Exploring Teacher Knowledge Through Novel Scientific Metaphors

Abstract

This essay explores the nature of what teachers know by examining trends in teacher knowledge research, specifically the use of conventional metaphors to describe teacher knowledge. Contending that conventional metaphors fail to acknowledge the complex and multidimensional nature of teacher knowledge, the author argues that novel metaphors should be used instead. The power of novel metaphors then is illustrated by introducing three new scientific metaphors that explore the true nature of what teachers know.

Jill Voorhies Martin is a doctoral student in the School of Education at Oklahoma State University, specializing in Curriculum and Social Foundations. She is a former middle school math and science teacher.