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ERIC Number: ED348353
Record Type: RIE
Publication Date: 1992-Apr
Pages: 34
Abstractor: N/A
Reference Count: 0
Beginning Professionals' Metaphors in an Early Field Placement.
Richards, Janet C.; And Others
This study was conducted to examine the value of analyzing student teachers' metaphors for purposes of early identification of beliefs and teaching orientations. Participants were 2 university professors and 23 female elementary education majors enrolled in a reading/language arts methods course designed as an early field placement. During the first and last class meetings, the students were asked to write a two- or three-paragraph narrative describing their views about teaching and themselves as future teachers; also weekly journal entries were kept. At the end of the semester, pre- and post-semester orientations as documented by metaphors, along with statements from journal entries were coded for content using a metaphor identification and recording system. Results suggest that metaphor analysis can provide university teachers with a quick and early indication of students' teaching orientations, affording an opportunity to plan appropriate course activities and seminars; and it was confirmed that novice teachers' beliefs have a profound influence on teaching practice. Appendixes contain examples of student teachers' metaphors; pre- and post-semester teaching orientations as described by metaphors; journal entries demonstrating an authoritarian or a progressive orientation; and an example of a teacher observation coding system. (LL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).