Meaning and metaphor: Case knowledge in teaching

TLDR

The article highlights the challenge of conveying the extensive knowledge that experienced teachers possess. The study aims to capture teacher comprehension by developing teaching cases and metaphorical language, and to investigate how cooperating teachers use metaphor to discuss classroom management with student teachers. The authors constructed multi‑year teaching cases and employed metaphorical roles such as teacher‑as‑docent and teacher‑as‑trailboss to facilitate conversations, and conducted a recent study on cooperating teachers' metaphor use. The use of metaphor was found to enhance dialogue between cooperating and student teachers, fostering analysis and reflection that can improve teaching, and suggesting that metaphorical cases hold promise for teacher preparation.

Abstract

haps most poignantly, they reveal the problem of communicating the rich store of knowledge held by experienced and expert teachers. In this article I describe a multi-year effort to capture teacher comprehension through (a) the construction of cases of teaching and (b) metaphorical language (i.e., teacher as docent, teacher as trailboss). Specifically, I report the results of a recent study that examines cooperating teachers' use of metaphor to carry out conversations with their student teachers about one major task of teaching, the task of classroom management. I argue that the use of metaphor can facilitate dialogue between the cooperating teacher and student teacher and can ultimately stimulate the kind of analysis and reflection necessary to the improvement of teaching. I conclude by examining the potential of cases using metaphor in the professional preparation of teachers and by suggesting future lines of inquiry into representing and conveying teacher knowledge.