ScholarWorks@숙명여자대학교

초록

The present study explores how two pre-service teachers’ metaphors of teacher changed over time as a consequence of student teaching, and what factors influenced the metaphor transformation. Using a narrative inquiry as a methodological framework, this study was grounded on two major assumptions: teachers’ beliefs about teaching have a tremendous effect on their teaching practices; a metaphor is a powerful tool that can reveal its holder’s views about teaching. Data were collected through interviews with two pre-service teachers before and after their student teaching and weekly reflective journals that each pre-service teacher wrote while student teaching. Findings of this study indicate that both pre-service teachers underwent metaphor transformation affected by their lived experiences in local realities, such as teaching anxiety, observation of other teachers' critical teaching episodes, and intimate interaction with students. Implications of the findings are discussed in detail. This study contributes to an understanding of the significance of metaphors in teacher development.

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