Romance and the Teacher: A Dissertation Revisited
Location
1048
Format Type
Event
Format Type
Paper
Start Date
January 2019
End Date
January 2019
Abstract
This presentation will feature 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.
Keywords
Metaphor, Teacher Education, Teacher Identity, Autoethnography
Romance and the Teacher: A Dissertation Revisited
1048
This presentation will feature 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.
Comments
Breakout Session C