Literacy metaphors of pre‐service teachers: do they change after instruction? Which metaphors are stable? How do they connect to theories?

Abstract

This paper reports on a study of pre‐service elementary teachers’ metaphors of ‘literacy’ and ‘teaching literacy’ at the commencement and conclusion of a year‐long literacy methods course at a Midwestern American university. Over a three‐year period, a total of 47 participants enrolled in the two‐semester literacy methods course with an embedded practicum. Data were entered in NVivio 7 and analysed for qualitative themes. Results identified six themes of teaching literacy, five of which connect to literacy theories. The majority of the pre‐service teachers maintained their metaphorical belief after a year‐long methods/practicum course. Four metaphors appeared to be stable across time and population. The article provides implications for linking the research reported with contemporary ideas for teaching in teacher preparation programmes.

Keywords:

• metaphors
• pre‐service teachers
• literacy methods
• literacy beliefs
• literacy theories