Home > HCAS > HCAS_PUBS > HCAS_JOURNALS > TQR Home > TQR > Vol. 23 > No. 7 (2018)
This article is an auto-ethnographic study of my own deeply held metaphors about teaching and how I carry them into my university classroom work with preservice teachers. It is a continuation of a previously shelved dissertation. Ignited by a simple question during an encounter with a former student and research participant, this article looks at the dissertation work carried out previously through a new lens. The dissertation focused on my participants who were students and student teachers and their metaphors about teaching. Years later I was challenged to revisit this work and identify my own teaching metaphors. By holding a metaphor of teaching as a romance I was challenged to consider how that metaphor carried itself into my teaching and into my relationships with students. Through honest reflection and self-examination, I learned that my metaphors must be recognized and challenged. They do carry into my work with students and can change how I see them as future teachers.
Metaphor, Teacher Education, Teacher Identity, Autoethnography
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
Recommended APA Citation
Spiker, A. B. (2018). Romance and the Teacher: A Dissertation Revisited. The Qualitative Report, 23(7), 1550-1560. https://doi.org/10.46743/2160-3715/2018.3213
Other Teacher Education and Professional Development Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons