Consequences of personal teaching metaphors for teacher identity and practice

References

• Alger, C. (2009). Secondary teachers’ conceptual metaphors of teaching and learning: Changes over the career span. Teaching and Teacher Education, 25, 743–751.10.1016/j.tate.2008.10.004
   Web of Science ®Google Scholar
• Ben-Peretz, M., Mendelson, N., & Kron, F. W. (2003). How teachers in different educational contexts view their roles. Teaching and Teacher Education, 19, 277–290.10.1016/S0742-051X(02)00100-2
   Web of Science ®Google Scholar
• Berliner, D. (1983, June). If teachers were thought of as executives: Implications for teacher preparation and certification. Paper presented for the National Institute of Education Conference on State and Local Policy Implications of Effective School Research, Washington, DC.
   Google Scholar
• Berliner, D. (1990). If the metaphor fits, why not wear it? The teacher as executive. Theory Into Practice, 29, 85–93.10.1080/00405849009543437
   Google Scholar
• Berman, L. (1999). The formation of a ‘national’ identity. In R. Harré & L. van Langenhove (Eds.), Positioning theory: Moral contexts of intentional action (pp. 138–159). Oxford: Blackwell.
   Google Scholar
• Bullough, R. V. Jr., & Gitlin, A. (2001). Becoming a student of teaching: Linking knowledge of production and practice (2nd ed.). New York, NY: RoutledgeFalmer.
   Google Scholar
• Bullough, R. V. Jr., Knowles, J. G., & Crow, N. A. (1992). Emerging as a teacher. New York, NY: Routledge.
   Google Scholar
• Bullough, R., & Stokes, D. (1994). Analyzing personal teaching metaphors in preservice teacher education as a means for encouraging professional development. American Educational Research Journal, 31, 197–224.10.3102/00028312031001197
   Web of Science ®Google Scholar
• Calderhead, J. (1987). The quality of reflection in student teachers’ professional learning. European Journal of Teacher Education, 10, 269–278.10.1080/0261976870100305
   Google Scholar
• Calderhead, J., & Robson, M. (1991). Images of teaching: Student teachers’ early conceptions of classroom practice. Teaching and Teacher Education, 7, 1–8.10.1016/0742-051X(91)90053-R
   Web of Science ®Google Scholar
• Clandinin, D. J. (1985). Personal practical knowledge: A study of teachers’ classroom images. Curriculum Inquiry, 15, 361–385.10.1080/03626784.1985.11075976
   Web of Science ®Google Scholar
• Collins, E. C., & Green, J. L. (1990). Metaphors: The construction of a perspective. Theory Into Practice, 29, 71–77.10.1080/00405849009543435
   Google Scholar
• Cuban, L. (1993). How teachers taught: Constancy and Change in American classrooms 1890–1990. New York, NY: Teachers College Press.
   Google Scholar
• Dooley, C. (1998). Teaching as a two-way street: discontinuities among metaphors, images, and classroom realities. Journal of Teacher Education, 49, 97–107.10.1177/0022487198049002003
   Web of Science ®Google Scholar
• Feistritzer, C. E. (2011). Profile of teachers in the U.S. 2011. Washington, DC: National Center for Education Information.
   Google Scholar
• Gee, J. (2001). Identity as an analytic lens for research in education. In W. Secada (Ed.), Review of research in education (Vol. 25, pp. 99–125). Washington, DC: American Educational Research Association.
   Google Scholar
• Green, E. (2014). Building a better teacher: How teaching works (and how to teach it to everyone). New York, NY: W. W. Norton.
   Google Scholar
• Greene, M. (1973). Teacher as stranger: Educational philosophy for the modern age. Belmont, CA: Wadsworth.
   Google Scholar
• Harré, R., & van Langenhove, L. (Eds.). (1999). Positioning theory: Moral contexts of intentional action. Oxford: Blackwell.
   Google Scholar
• Hawkey, K. (1996). Image and the pressure to conform in learning to teach. Teaching and Teacher Education, 12, 99–108.10.1016/0742-051X(95)00023-D
   Web of Science ®Google Scholar
• Hennink, M. M. (2008). Emergent issues in international focus group discussions. In S. N. Hesse-Biber & P. Leavy (Eds.), Handbook of emergent methods (pp. 207–220). New York, NY: The Guilford Press.
   Google Scholar
• Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago, IL: University of Chicago Press.
   Google Scholar
• Leavy, A. M., McSorley, F. A., & Boté, L. A. (2007). An examination of what metaphor construction reveals about the evolution of preservice teachers’ beliefs about teaching and learning. Teaching and Teacher Education, 23, 1217–1233.10.1016/j.tate.2006.07.016
   Web of Science ®Google Scholar
• Lortie, D. C. (1975/2002). Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.
   Google Scholar
• Marshall, H. H. (1990). Beyond the workplace metaphor: The classroom as a learning setting. Theory Into Practice, 29, 94–101.10.1080/00405849009543438
   Google Scholar
• Martı́nez, M. A., Sauleda, N., & Huber, G. L. (2001). Metaphors as blueprints of thinking about teaching and learning. Teaching and Teacher Education, 17, 965–977.10.1016/S0742-051X(01)00043-9
   Web of Science ®Google Scholar
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Munby, H., & Russell, T. (1990). Metaphor in the study of teachers’ professional knowledge. Theory Into Practice, 29, 116–121.10.1080/00405849009543441
   Google Scholar
• Penuel, W., Fishman, B. J., Yamaguchi, R., & Gallagher, L. W. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44, 921–958.10.3102/0002831207308221
   Web of Science ®Google Scholar
• Saban, A. (2004). Prospective classroom teachers’ metaphorical images of selves and comparing them to those they have of their elementary and cooperating teachers. International Journal of Educational Development, 24, 617–635.10.1016/j.ijedudev.2004.03.003
   Web of Science ®Google Scholar
• Saban, A. (2006). Functions of metaphor in teaching and teacher education: A review essay. Teaching Education, 17, 299–315.10.1080/10476210601017386
   Google Scholar
• Schön, D. A. (1983). The reflective practitioner: How professionals think in action. London: Temple Smith.
   Google Scholar
• Stofflett, R. T. (1996). Metaphor development by secondary teachers enrolled in graduate teacher education. Teaching and Teacher Education, 12, 577–589.10.1016/S0742-051X(96)00002-9
   Web of Science ®Google Scholar
• Sumsion, J. (2002). Becoming, being and unbecoming an early childhood educator: A phenomenological case study of teacher attrition. Teaching and Teacher Education, 18, 869–885.10.1016/S0742-051X(02)00048-3
   Web of Science ®Google Scholar
• Thomas, L., & Beauchamp, C. (2011). Understanding new teachers’ professional identities through metaphor. Teaching and Teacher Education, 27, 762–769.10.1016/j.tate.2010.12.007
   Web of Science ®Google Scholar
• Tobin, K. (1990). Conceptualizing teaching roles in terms of metaphors and beliefs sets. Paper presented at the annual meeting of the American Educational Research Association, Boston, MA.
   Google Scholar
• Tobin, K., & Lamaster, S. (1995). Relationships between metaphors, beliefs and actions in a context of science curriculum change. Journal of Research in Science Teaching, 32, 225–242.10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar
• Tobin, K., & Tippins, D. J. (1996). Metaphors as seeds for conceptual change and the improvement of science teaching. Science Education, 80, 711–730.10.1002/(SICI)1098-237X(199611)80:6<>1.0.CO;2-S
   Web of Science ®Google Scholar
• Volkmann, M. J., & Anderson, M. A. (1998). Creating professional identity: Dilemmas and metaphors of a first-year chemistry teacher. Science Teacher Education, 82, 293–310.
   Google Scholar
• Zhao, H., Coombs, S., & Zhou, X. (2010). Developing professional knowledge about teachers through metaphor research: Facilitating a process of change. Teacher Development, 14, 381–395.10.1080/13664530.2010.504024
   Google Scholar