Metaphors as two-way mirrors: Illuminating pre-service to in-service teacher identity development

Buchanan, J

Metaphors as two-way mirrors: Illuminating pre-service to in-service teacher identity development

Buchanan, J

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Publication Type:: Journal Article
Citation:: Australian Journal of Teacher Education, 2015, 40 (10), pp. 33 - 50
Issue Date:: 2015-01-01

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Field	Value	Language
dc.contributor.author	Buchanan, J https://orcid.org/0000-0001-6454-2296	en_US
dc.date.issued	2015-01-01	en_US
dc.identifier.citation	Australian Journal of Teacher Education, 2015, 40 (10), pp. 33 - 50	en_US
dc.identifier.uri	http://hdl.handle.net/10453/43756
dc.description.abstract	The transition from pre-service to in-service can be difficult for teachers. One means of looking into the minds and hearts of such teachers is to elicit the metaphors they adopt for themselves. Previous studies have indicated that during this transition much of the confidence, idealism and optimism of teacher metaphors is displaced by bleak and defeatist visions. These changes are usually explained by 'praxis shock' - a result of unrealistic prior views of teaching and equally unrealistic workloads and challenges. This research project asks if metaphors might reveal more about pre-service teachers' views and vulnerabilities, and help avert or mitigate problems encountered in the early years. Metaphors provided by one cohort of pre-service teachers were distinguished according to 'locus of pedagogy' (student-centred or teacher-centred) and 'degree of agency/efficacy' in an attempt to gauge perceptions of control in the profession. The results have implications for incoming teachers, teacher educators and the profession.	en_US
dc.relation.ispartof	Australian Journal of Teacher Education	en_US
dc.relation.isbasedon	10.14221/ajte.2015v40n10.3	en_US
dc.title	Metaphors as two-way mirrors: Illuminating pre-service to in-service teacher identity development	en_US
dc.type	Journal Article
utslib.citation.volume	10	en_US
utslib.citation.volume	40	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access
pubs.issue	10	en_US
pubs.publication-status	Published	en_US
pubs.volume	40	en_US

Abstract:

The transition from pre-service to in-service can be difficult for teachers. One means of looking into the minds and hearts of such teachers is to elicit the metaphors they adopt for themselves. Previous studies have indicated that during this transition much of the confidence, idealism and optimism of teacher metaphors is displaced by bleak and defeatist visions. These changes are usually explained by 'praxis shock' - a result of unrealistic prior views of teaching and equally unrealistic workloads and challenges. This research project asks if metaphors might reveal more about pre-service teachers' views and vulnerabilities, and help avert or mitigate problems encountered in the early years. Metaphors provided by one cohort of pre-service teachers were distinguished according to 'locus of pedagogy' (student-centred or teacher-centred) and 'degree of agency/efficacy' in an attempt to gauge perceptions of control in the profession. The results have implications for incoming teachers, teacher educators and the profession.

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http://hdl.handle.net/10453/43756