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What examining teaching metaphors tells us about pre-service teachers' developing beliefs about teaching and learning

  • Ann MacPhail
    ,
  • Deborah Tannehill
Research Output: Contribution to journal Article Peer-review

Abstract

Pre-service teachers (PSTs) typically do not change their beliefs about teaching and learning during teacher education unless they are confronted with, and challenged about, their held beliefs through powerful and meaningful experiences that cause them to recognise and value the change process and its consequences for themselves and their learners. It has been suggested that examining teaching narratives and metaphors might be one way for teacher education to help PSTs in recognising their pre-existing beliefs about teaching and learning. Such practices assist PSTs to reflect on and examine these beliefs and how they impact both their teaching and the learning of their students. The purpose of this study was to understand how the process of examining metaphors influences PSTs' development of beliefs about teaching and learning.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 149-163

Journal (Volume, Issue Number)

Physical Education and Sport Pedagogy (Volume 19, Issue 2)

Publication milestones

  • Published - 01/01/2012

Publication status

Published - 01/01/2012

ISSN

1740-8989

External Publication IDs

  • handle.net: 10547/295214
  • Scopus: 84897822169

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