Writing Conferences Are Like the Big Bad Wolf: Metaphors As Critical Reflection for Preservice Teachers

ABSTRACT

Metaphors situated within critical reflections provide powerful insight into how preservice teachers (PSTs) understand their experiences and the world around them, particularly in areas like writing which is consistently understudied in teacher education programs. The present qualitative study uses metaphor data from Fall 2021, Spring 2022, and Fall 2022 to examine how 71 early childhood PSTs, in their junior year of study, conceptualized writing conferences and the process of giving and receiving feedback. To analyze the metaphors, researchers engaged in an extensive thematic analysis with multiple rounds of coding conducted. Findings indicate that PSTs primarily identified as students, not emerging teachers. Thematic analysis also led to three separate understandings: a) many PSTs saw writing conferences as an authoritative endeavor, in which teacher talk was central, b) most still viewed writing negatively, or as something to be feared, and c) more practice and experience with writing instruction and assessment is critical if PSTs are to emerge as competent and confident writing instructors. Teacher education programs can consider how metaphors may be used to support critical reflection in their programs and writing instruction broadly.

KEYWORDS:

• Metaphors
• critical reflection
• writing conferences
• preservice teachers

Acknowledgments

The authors would like to thank the wonderful students who made this study possible.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Stephanie M. Moody

Stephanie M. Moody is an Assistant Professor of Early Childhood Education at Towson University in Towson, MD. She obtained her Ph.D. in Literacy and ESL Instruction from Texas A&M University. Stephanie formerly spent 10 years as an elementary ESL educator in a large urban district in Texas. Her research interests include preservice teacher preparation, writing instruction, children’s literature, and translanguaging. Her work has been published in multiple journals including The Reading Teacher, The New Educator, and Literacy Research and Instruction.

Bethany Rice

Bethany M. Rice is an Assistant Professor of Elementary Education and Reading and Literacy at Towson University in Towson, MD. She served as a classroom teacher and reading specialist for ten years, before obtaining her doctorate from the University of Vermont in 2011. Bethany traveled the United States working as a literacy consultant before entering higher education. Her research interests include inclusive education, preservice teacher preparation, literacy assessment, and critical reflection. She has presented widely at several international conferences, and published her first edited book with IGI Global in 2018.