Teaching Metaphors: Supporting Professional Growth and Shaping Teacher Identity

Kathleen I Harris

Journal of Education and Training Studies, 2021, vol. 9, issue 8, 17-23

Abstract: A phenomenological study was conducted to further a better understanding, and inquire a new awareness, on how metaphors can support professional growth and shape teacher identity for early childhood education students. Examining teaching metaphors might be another strategy for teacher preparation programs to help early childhood education students in identifying their pre-existing values about teaching and learning. Teaching metaphors may guide students to reflect on values and beliefs that make an important impression on their individual teaching journey.

Date: 2021
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://redfame.com/journal/index.php/jets/article/download/5301/5554 (application/pdf)
https://redfame.com/journal/index.php/jets/article/view/5301 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:rfa:jetsjl:v:9:y:2021:i:8:p:17-23

Access Statistics for this article

More articles in Journal of Education and Training Studies from Redfame publishing Contact information at EDIRC.
Bibliographic data for series maintained by Redfame publishing ().