Search results for: Massengill-Shaw D.

The purpose of this article is to synthesize findings from three studies that have addressed the conceptualization and application of the metaphor construct to the study of teachers and teaching. The particular interest of the authors has been to identify the dominant metaphorical views of preservice teachers, to understand how these images are reflected in their respective views of schooling, life, childhood and teaching and how these images come to influence their work in the classroom. The article provides implications for linking the research reported with contemporary ideas for teaching and teacher preparation.