When Magic Becomes Art: Educating Teachers

REFERENCES

• Aubusson, P., Harrison, A., & Ritchie, S. (2006). Metaphor and analogy: Serous thought in science education. In P.Aubusson, A.Harrison, & S.Ritchie (Eds.), Metaphor and analogy in science education (pp. 1–9). Dordrecht: Springer.
   Google Scholar
• Berliner, D. (2000). A personal response to those who bash teacher education. Journal of Teacher Education, 51, 358–371.
   Web of Science ®Google Scholar
• Black, A. L., & Halliwell, G. (2000). Accessing practical knowledge: How? Why?Teaching and Teacher Education, 16, 103–115.
   Web of Science ®Google Scholar
• Briscoe, C. (1991). The dynamic interaction among beliefs, role metaphors, and teaching practices: A case study of teacher change. Science Education, 75, 185–199.
   Web of Science ®Google Scholar
• Bullough, R. V.Jr. (1994). Personal history and teaching metaphors: A self-study of teaching as conversation. Teacher Education Quarterly, 21, 107–120.
   Google Scholar
• Bullough, R. V.Jr., & Gitlin, A. (1995). Becoming a student of teaching: Methodologies for exploring self and school context. New York, NY: Garland.
   Google Scholar
• Bullough, R. V.Jr., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30(3), 13–21.
   Google Scholar
• Bullough, R. V.Jr., & 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.
   Web of Science ®Google Scholar
• Carter, K. (1990). Meaning and metaphor: Case knowledge in teaching. Theory into Practice, 29, 109–115.
   Google Scholar
• Clandinin, D. J. (1986). Classroom practice: Teacher images in action. London: Falmer Press.
   Google Scholar
• Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education. New York, NY: Teachers College Press.
   Google Scholar
• Cole, A. L., & Knowles, J. G. (1994). We're just like the beginning teachers we study: Letters and reflections on our first year as beginning professors. Curriculum Inquiry, 24, 27–52.
   Web of Science ®Google Scholar
• Deshler, D. (1990). Metaphor analysis: Exorcising social ghosts. In J.Mezirow & Associates (Eds.), Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning (pp. 296–313). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Dey, I. (1993). Qualitative data analysis. London: Routledge.
   Google Scholar
• Earle, R. S. (1995). Teacher imagery and metaphors: Windows to teaching and learning. Educational Technology, 35, 52–59.
   Google Scholar
• Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103, 1013–1055.
   Web of Science ®Google Scholar
• Fenwick, T. (2000). Adventure guides, outfitters, firestarters, and caregivers: Continuing educators' images of identity. Canadian Journal of University Continuing Education, 26, 53–77.
   Google Scholar
• Gillis, C., & Johnson, C. L. (2002). Metaphor as renewal: Re-imagining our professional selves. English Journal, 91, 37–43.
   Google Scholar
• Giroux, H. A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Westport, CT: Bergin & Garvey.
   Google Scholar
• Gordon, W. J. J. (1961). Synectics, the development of creative capacity. New York, NY: Harper and Row.
   Google Scholar
• Goulden, N., & Griffen, C. (1995). The meaning of grades based on faculty and student metaphors. Communication Education, 44, 110–125.
   Web of Science ®Google Scholar
• Hamachek, D. (1999). Effective teachers: What they do, how they do it, and the importance of self-knowledge. In R. P.Lipka & T. M.Brinthaupt (Eds.), The role of self in teacher development (pp. 189–224). Albany, NY: State University of New York Press.
   Google Scholar
• Hammerness, K., Darling-Hammond, L., Bransford, J., Berliner, D., Cochran-Smith, M., McDonald, M., & Zeichner, K. (2005). How teachers learn and develop. In L.Darling-Hammond & J.Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 358–389). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Hargreaves, A., & Jacka, N. (1995). Induction or seduction? Postmodern patterns of preparing to teach. Peabody Journal of Education, 70, 41–63.
   Google Scholar
• Jacobsen, D., Eggen, P., & Kauchak, D. (2002). Methods for teaching: Promoting student learning. Upper Saddle River, NJ: Merrill Prentice-Hall.
   Google Scholar
• Kemp, E. (1999). Metaphors as a tool for evaluation. Assessment and Evaluation in Higher Education, 24, 81–90.
   Google Scholar
• King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41, 30–35.
   Google Scholar
• Kitchen, J., & Ciuffetelli Parker, D. (2009). Self-study communities of practice: Developing community, critically inquiring as community. In C. A.Lassonde, S.Galman, & C.Kosnik (Eds.), Self-study research methodologies for teacher educators (pp. 101–122). Boston, MA: Sense.
   Google Scholar
• Knowles, J. G. (1994). Metaphors as windows on a personal history: A beginning teacher's experience. Teacher Education Quarterly, 21, 37–66.
   Google Scholar
• Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77–97.
   Web of Science ®Google Scholar
• LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. J.Loughran, M. L.Hamilton, V. K.LaBoskey, & T.Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 817–869). Dordrecht: Kluwer.
   Google Scholar
• Lakoff, G. (1993). The contemporary theory of metaphor. In A.Ortony (Ed.), Metaphor and thought (2nd ed., pp. 202–250). Cambridge: Cambridge University Press.
   Google Scholar
• Lighthall, F. F. (2004). Fundamental features and approaches of the S-STEP enterprise. In J. J.Loughran, M. L.Hamilton, V. K.LaBoskey, & T.Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 193–246). Dordrecht: Kluwer.
   Google Scholar
• Lortie, D. C. (1975). School teacher. Chicago, IL: University of Chicago Press.
   Google Scholar
• Loughran, J. J. (2007). Researching teacher education practices: Responding to the challenges, demands, and expectations of self-study. Journal of Teacher Education, 58, 12–20.
   Web of Science ®Google Scholar
• Loughran, J. J., Hamilton, M. L., LaBoskey, V. K., & Russell, T. (Eds.). (2004). International handbook of self-study of teaching and teacher education practices. Dordrecht: Kluwer.
   Google Scholar
• Louie, B., Drevdahl, D., Purdy, J., & Stackman, R. (2003). Advancing the scholarship of teaching through collaborative self-study. The Journal of Higher Education, 74, 150–171.
   Web of Science ®Google Scholar
• Marchant, G. (1992). A teacher is like a…: Using simile lists to explore personal metaphors. Language and Education, 6, 33–45.
   Google Scholar
• Martinez, M., Sauleda, N., & Huber, G. (2001). Metaphors as blueprints of thinking about teaching and learning. Teaching and Teacher Education, 17, 965–977.
   Web of Science ®Google Scholar
• McCune, E. (1985). A cognitive theory of metaphor. Cambridge: Massachusetts Institute of Technology Press.
   Google Scholar
• McGrath, I. (2006). Teachers' and learners' images for coursebooks. ELT Journal, 6, 171–180.
   Google Scholar
• Miller, C., East, K., Fitzgerald, L. M., Heston, M. L., & Veenstra, T. B. (2001). Visions of self in the act of teaching: Using personal metaphors in a collaborative study of teaching practices. Teaching and Learning-Grand Forks, 16, 81–94.
   Google Scholar
• Noddings, N. (1988). An ethic of caring and its implications for instructional arrangements. American Journal of Education, 96, 215–230.
   Web of Science ®Google Scholar
• Okri, B. (2002). In Arcadia. London: Phoenix House.
   Google Scholar
• Ortony, A. (1993). Metaphor and thought. New York, NY: Cambridge University Press.
   Google Scholar
• Patchen, T., & Crawford, T. (2011). From gardeners to tour guides: The epistemological struggle revealed in teacher-generated metaphors of teaching. Journal of Teacher Education, 62, 286–298.
   Web of Science ®Google Scholar
• Penn and Teller reveal a magic trick. (n.d.). Retrieved from http://www.wimp.com/revealtrick/.
   Google Scholar
• Perry, C., & Cooper, M. (2001). Metaphors are good mirrors: Reflecting on change for teacher educators. Reflective Practice, 2, 41–52.
   Google Scholar
• Russell, T. (2005). How 20 years of self-study changed my teaching. In C.Kosnik, C.Beck, A.Freese, & A.Samaras (Eds.), Making a difference in teacher education through self-study (pp. 3–18). Dordecht: Springer.
   Google Scholar
• Russell, T., & Hrycenko, M. (2006). The role of metaphor in a new science teacher's learning from experience. In P.Aubusson, A.Harrison, & S.Ritchie (Eds.), Metaphor and analogy in science education (pp. 131–142). Dordrecht: Springer.
   Google Scholar
• Saban, A. (2006). Functions of metaphor in teaching and teacher education: A review essay. Teaching Education, 17, 299–315.
   Google Scholar
• Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4–13.
   Google Scholar
• Tobin, K. (1990). Changing metaphors and beliefs: A master switch for teaching?Theory into Practice, 29, 122–127.
   Google Scholar
• Zeichner, K. (1999). The new scholarship in teacher education. Educational Researcher, 28(9), 4–15.
   Google Scholar