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REFLECTING ON THE USE OF METAPHOR: TWO PROFESSORS' PROCESSES OF DISCOVERY

机译：反思元凶的使用：两个教授的发现过程

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摘要

This article summarizes the literature concerning the use of visual and textual metaphors and describes outcomes of a project designed to help teacher education candidates begin integrating their personal beliefs about teaching with their growing professional knowledge and emergent practice. By using metaphors, teacher educators have the opportunity to help candidates solidify convictions and meanings and uncover “tacit or unarticulated” beliefs (Clandinin & Connelly, 1995, p. 6) that can lead to frame conflict (Reddy, 1993), that is, dueling metaphors. For example, there is a frame conflict in the conception of student value in the metaphors of teacher-as-police-officer and teacher-as-gardener. In one metaphor, students are perceived as deficit “others” who must be carefully watched by authorities; in the gardening metaphor, student potential is recognized as “more than” what can be seen on the surface. This article demonstrates how one university faculty explores textual and visual metaphor to encourage discourse among the candidates, other peers, and professors in a school of education. This extended dialogue gives candidates the opportunity to “compare their own characterizations to those of their peers, and depending on the responses of others, either maintain their own construals or bring theirs in line with those of the others” (Petrie & Oshlag, 1993, p. 602). This is the educative process of frame restructuring. As an added benefit of this project, the authors have found that using an artistic format combined with a written explanation of their work requires candidates to become more thoughtful, reflective practitioners.
机译：本文总结了有关使用视觉和文字隐喻的文献，并描述了旨在帮助教师教育候选人开始将他们对教学的个人信念与他们不断增长的专业知识和新兴实践结合起来的项目的成果。通过使用隐喻，教师教育者有机会帮助考生巩固信念和含义，并发现可能导致框架冲突的“隐性或无节制”信念（Clandinin＆Connelly，1995，p.6）（Reddy，1993）。决斗的隐喻。例如，在作为警察官员和园丁老师的隐喻中，学生价值观念存在框架冲突。在一个比喻中，学生被视为赤字“他人”，必须受到当局的仔细观察。在园艺的隐喻中，学生的潜力被认为是“超过”表面上可以看到的。本文演示了一个大学的教师如何探索文本和视觉的隐喻，以鼓励候选人，其他同peer和教育学校的教授之间的对话。这种扩展的对话使候选人有机会“将自己的特征与同龄人的特征进行比较，并根据他人的反应，维持自己的立场或与他人的立场保持一致”（Petrie＆Oshlag，1993年，第602页）。这是框架重组的教育过程。作为该项目的另一个好处，作者发现，使用艺术形式并结合其作品的书面说明要求候选人变得更加体贴和反思。

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  • 来源
    《The Teacher Educator》 |2009年第1期|56-69|共14页
  • 作者

    Christine G. Price; Christy D. McGee;

  • 作者单位

    Annsley Frazier Thornton School of Education, Bellarmine University,;

    Annsley Frazier Thornton School of Education, Bellarmine University,;

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  • 正文语种 eng
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