Department

Secondary and Middle Grades Education

Document Type

Article

Publication Date

2016

Abstract

This paper describes the findings of a study that involved the generation of metaphors by practicing educators to promote reflexive thought, recognized today as one of the most viable and vigorous tools for troubling and influencing P-12 educational practice (Bolton, 2010). A total of 23 educators enrolled in an advanced graduate teacher education program beyond the masters level were first asked to construct a written (verbal) metaphor to depict their lived experiences as teachers and/or learners. Participants were then asked to create an original drawing to approximate their espoused metaphor. Educators’ drawings were analyzed for apparent features and traits as well as fidelity to their written metaphor. Preliminary findings suggest that the process of identifying and producing a written (verbal) metaphor, augmented by the creation of its pictorial (i.e., drawing) counterpart, fosters deliberation around the work teachers do, challenges their thought processes and gives them varying degrees of agency as reflexive practitioners. Implications are discussed.

Journal

Critical Issues in Teacher Education

Journal ISSN

2165-4913

Volume

XXIII

First Page

79

Last Page

89

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