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Metaphoric patterns in the representation of preservice English teachers' professional identities

Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.14/79710

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Title: Metaphoric patterns in the representation of preservice English teachers' professional identities
Related: Educational practice and theory, Vol. 30, Issue 1, p.93-106
Publisher: James Nicholas Publishers
Date: 2008
FoR/RFCD Code(s): 130300 Specialist Studies in Education
Author/Creator: O'Sullivan, Kerry-Ann
Description: The power of a metaphor lies in its rich suggestiveness of meaning beyond the surface level. It may invite surprising and sometimes paradoxical comparisons, unexpected lexical choices, and inventiveness with language. This case study analyses the metaphors that preservice English teachers select to portray their professional identities. The four dominant metaphorical patterns that emerge from their written descriptions and the nature of these image clusters provide considerable insight into the teachers' emergent professional selves. The teachers' various representations resonate with highly individualised pictures of the unity of the personal and professional self. Recognition of this highlights the importance of allowing professional learning to occur in a climate of supportive engagement with a diversity of pedagogical approaches, content knowledge, and educational contexts.
Description: 14 page(s)
Subject Keyword: 130300 Specialist Studies in Education
Subject Keyword: preservice English teachers
Subject Keyword: self-selected metaphoric comparisons
Subject Keyword: emergent professional identity
Subject Keyword: metaphor
Subject Keyword: the self
Resource Type: journal article
Organisation: Macquarie University. Dept. of Education

Identifier: http://hdl.handle.net/1959.14/79710
Identifier: ISSN:1323-577X
Identifier: mq-rm-2008000122
Language: eng
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