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ERIC Number: ED309164
Record Type: RIE
Publication Date: 1989-Mar
Pages: 10
Abstractor: N/A
Reference Count: N/A
Metaphor in the Study of Teachers' Professional Knowledge.
Munby, Hugh; Russell, Tom
This paper suggests that it may be productive for all teachers to become students of metaphor, as least of their own metaphors. Careful attention of how one describes the world appears to give clues as to how one constructs it. Such constructions can come under scrutiny only when one speaks or writes, and then attends to the language one has used. A brief description is presented of a research program into the character and development of professional knowledge. It is demonstrated how looking for one's own metaphors can be expected to reveal something of one's professional knowledge. This is a necessary part of productive reflection upon teaching practice. In considering "reflection-in-action" it is pointed out that this is occasioned by the puzzles of practice, and an important part of the process is known as "reframing." Reframing describes the familiar part of the process in which an event over which someone has puzzled for some time suddenly is "seen" differently and in a way that suggests new approaches to the puzzle. An analysis is presented of interviews with two teachers in which their use of metaphors provided clues as to how they think about teaching. (JD)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989). For related documents, see SP 031 317-319.