|
Metaphor is a rich literary device that has the potential to articulate intentional processes (Glucksberg, Keysar, & McGlone, 1992). The key quality that recommends the use of metaphor with pre-service teachers is its ability to function as a connecting agent. As Wong (1993) explains, when we carry over the expression of one thing in order to relate it to another, we do not build categories but expand our experience of similarities. The research discussed in this paper is related to our collective tertiary teaching experience as we have grappled with how to best inform, excite, and liberate our pre-service education students from their fears and concerns about teaching children with special educational needs. Specifically, over the last three years, we have focused on one aspect of our own and our students' thinking about teaching in inclusive classrooms - the use of metaphors as constructs which provide insights into individuals' conceptions of themselves as "teachers" and vv hat teachers "do". The use of metaphor in teacher education provides both experienced instructors and pre-service novices with the invitation to risk entertaining different and challenging ideas about themselves and their work. Although we began this exploration of metaphors focused on our students' responses, we have also investigated our own personal educational life histories and ways of conceptualising of teaching. In this paper, we will outline the usefulness of rethinking professional practice in terms of different metaphors of teaching; describe how we incorporate discussion of metaphors and related assessment tasks into our core special education unit; and share examples of metaphors developed by our students. In conclusion, we will comment on the value to us as a teaching team inherent in the sharing of life histories and our own metaphorical journeys as teachers. |
|