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ERIC Number: EJ922588
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
Reference Count: 77
ISSN: ISSN-0022-4871
From Gardeners to Tour Guides: The Epistemological Struggle Revealed in Teacher-Generated Metaphors of Teaching
Patchen, Terri; Crawford, Teresa
Journal of Teacher Education, v62 n3 p286-298 May-Jun 2011
This study examines the relationship between epistemological beliefs and perceptions of practice through the analysis of teacher-generated metaphors. In a multilevel qualitative examination of the self-descriptive metaphors of 32 working teachers, the authors uncovered a dissonance between teachers' metaphors and their epistemological positions. Metaphor topics initially seemed oriented toward participation-based instructional models, but deeper analysis revealed an overall defaulting to acquisition-based teaching models. Sharing these findings with participant focus groups resulted in the identification of a set of challenges to which teachers attributed these epistemological schisms. The results of this study call into question whether education is in fact making a move from the more traditional acquisition-based models of teaching and learning to more participation-based models, and more important, the discussion considers how the valuing of both models can be translated into the valuing of both practices. (Contains 7 tables and 3 notes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California