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Work-in-Progress: Pre-college Teachers’ Metaphorical Beliefs about Engineering

机译：工作进展：高中教师的工程隐喻信念

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The purpose of this work-in-progress study was to research teachers’ emotional reactions to engineering employing a metaphoric approach. There are two research questions: What is the range of emotional and metaphoric responses of precollege teachers to engineering? What are prevalent and recurring themes and emotional undertones of precollege teachers’ when describing engineering in metaphors? Using a phenomenological approach, we analyzed 298 statements from the data collection process by asking participants questions such as “Engineering is like … Explain why”, for example “If engineering were a plant, it would be… Explain why”. These metaphorical statements were grouped under two core categories to answer our research questions: A) Categories of Metaphoric Responses, and B) Categories of Emotional. Responses Those categories reflect pre-service teachers’ beliefs, attitudes and emotions in regards to engineering subjects and should be further investigated for insights about pre-service/in-service teacher education.
机译：本行程研究的目的是研究教师对雇用隐喻方法的工程的情感反应。有两项研究问题：预先对工程的预测教师的情感和隐喻响应是什么？在描述隐喻中的工程时，预先存在和重现的主题和情感底层是什么？使用现象学方法，我们通过询问参与者的问题，例如“工程学就像...解释为什么”，例如“如果工程是植物来说，这将是...解释为什么”，分析了298个声明。这些隐喻陈述是根据两个核心类别进行的，以回答我们的研究问题：a）隐喻响应的类别，以及B）情绪的类别。答复这些类别反映了在工程科目方面反映了服务前的教师的信念，态度和情绪，应该进一步调查关于服务前/在职教师教育的见解。

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