Exploring Teaching Training Using Metaphors among Arab Students in Israel

Khawla Zoabi, Yaser Awad

The College of Sakhnin of Teacher Education, Sakhnin, Israel.

DOI: 10.4236/ce.2012.32034                

Abstract

Many studies reveal that personal insights and growth can be followed through the study of narratives and metaphors in the field of education. Yet, there is a striking lack of studies in education that analyzes students’ metaphors regarding teacher-training practicum as a continuous process, and there is a lack of such studies in various cultural contexts. This paper describes how Arab teacher-training students described their impressions of their practical experience through personal stories entirely based in metaphoric language. The study was carried out in a multiple case study format, in which the cases are the stories of the students. The stories were written in Arabic the mother tongue of the students. This paper contributed to the body of knowledge available about student teachers’ practical experiences in two ways: first, by providing a detailed understanding of how students perceive their practicum; and second, since knowledge through metaphors can provide direction in structuring training courses for student teaching in accordance with student insights and by addressing their needs, such an understanding will be useful to teachers and instructors and can guide them in providing training that is relevant, rational, and supportive.

Keywords

Component; Formatting; Style; Styling; Insert

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1]	Adams, R. D. (1982). A look at changes in teacher perceptions and behavior across time. Journal of Teacher Education, 33, 40-43. doi:10.1177/002248718203300410
[2]	Alger, C. (2009). Secondary teachers’ conceptual metaphors of teaching and learning: Changes over the career span. Teaching and Teacher, Education, 25, 743-751. doi:10.1016/j.tate.2008.10.004
[3]	Awad, Y., Zoabi, Kh., & Khalil., M. (2009). Pre training mapping among students in the preschool education program. Bamichlala: Research, Essays, Literary Works. 211-237.
[4]	Beyer, L. (1984). Field experience, ideology, and the development of critical reflectivity. Journal of Teacher Education, 35, 36-41. doi:10.1177/002248718403500308
[5]	Bozik, M. (2002). The college student as learner: Insight gained through metaphor analysis—Statistical data included. College Stu- dent Journal. URL (last checked 7 July 2009). http://findarticles.com.
[6]	Bujold, C. (2004). Constructing career through narrative. Journal of Vocational Behaviour, 64, 470-484. doi:10.1016/j.jvb.2003.12.010
[7]	Bullough, R. V., & Stokes, D. K. (1994). Analyzing personal teaching metaphors in pre-service teacher education as a means for encourageing professional development. American Educational Research Journal, 31, 197-224.
[8]	Cimrman, H. (2000). The kindergarten teacher trainer and the art of training. Hed Hagan, Booklet 4.
[9]	Cornelissen, J. (2004). What are we playing at? Theatre, organization, and use of metaphor. Organization Studies, 25, 705-726. doi:10.1177/0170840604042411
[10]	Dayan, Y. (2000). Observation—What does the pedagogical instructor do during her stay in the kindergarten? Hed Hagan, 4, 48-61.
[11]	Dwairy, M. (2009). Culture-analysis and metaphor therapy with Arab-Muslim clients. Journal of Clinical Psychology, 65, 199-209. doi:10.1002/jclp.20568
[12]	Dwairy, M. (2001). Foundations of psychological dynamic personality theory of collective people. Clinical Psychology Review, 22, 343- 360. doi:10.1016/S0272-7358(01)00100-3
[13]	East, K. (2009). Using metaphors to uncover the selves in my practice. Studying Teacher Education, 5, 21-31. doi:10.1080/17425960902830377
[14]	Emmanuel, D. (2005). Perceptions of the role of faculty supervisor from three points of view. In M. Silberstein, & R. Reichenberg (Eds.), Renewed consideration of the curriculum for training faculty supervisors (pp. 62-106). Tel Aviv: Mofet Institute.
[15]	Evans, R. (2007). Existing practice is not the template. Educational Researcher, 3, 560-563.
[16]	Ezzy, D. (2002). Qualitative analysis, practice and innovation. London: Routledge.
[17]	Fresko, B. (2009). The study of professional development narratives: That’s the whole story! Al Hagova, 8, 21-23.
[18]	Gidron, A., & Cohen-Or, D. (2007). Two languages one tongue: The working metaphor. Imaginative Education: Provoking Excellence across the Curriculum. Imaginative Education Research Group.
[19]	Groth, R. E., & Bergner, J. A. (2005). Pre-service elementary school teachers metaphors for the concept of statistical sample. Statistics Education Research Journal, 4, 27-42.
[20]	Handy, C. (1998). A proper education. Change, 30, 13-19. doi:10.1080/00091389809602637
[21]	Hagstrom, D., Hubbard, R., Hurtig, C., & Mortola, P. (2000). Teaching is like…? Educational Leadership, 57, 24-27.
[22]	Hale, A., Snow-Gerono, J., & Morales, F. (2008). Transformative education for culturally diverse learners through narrative and ethnography. Teaching and Teacher Education, 24, 1413-1425. doi:10.1016/j.tate.2007.11.013
[23]	Hoy, W. K., & Woolfolk, A. E. (1990). Socialization of student teacher. American Educational Research Journal, 27, 279-300.
[24]	Huberman, A. M., & Miles, M. B. (1994). Data management and analysis methods. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (pp. 428-444). Thousand Oaks, CA: Sage Publications.
[25]	Jabareen, Y. (2009). Building conceptual framework: Philosophy, definitions and procedure. International Journal of Qualitative Methods, 8, 49-62.
[26]	Jabareen, Y. (2004). A knowledge map for describing variegated and conflict domains of sustainable development. Journal of Environmental Planning and Management, 47, 623-642. doi:10.1080/0964056042000243267
[27]	Kagan, M. D. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62, 129-169.
[28]	Koro-Ljungberg, M. (2001). Naming the multiple: Segments of scientific giftedness. Research Report 232, Helsinki: University of Helsinki,. Yliopistopaino.
[29]	Korthagen, F. A. J., & Lagerwerf, B. (2001). Teachers’ professional learning: How does it work? In F. A. J. Korthagen et al. (Eds.), Linking theory and practice: Thepedagogy of realistic teacher education (pp. 175-206). Mahwah, NJ: Lawrence Erlbaum.
[30]	Lakoff, G. (1993). The contemporary theory of metaphor. In A. Ortony (Ed.), Metaphor and thought (2nd ed., pp. 202-251). Cambridge: Cambridge University Press.
[31]	Lakoff, G. (1987). Women, fire, and dangerous things: What categories reveal aboutthe mind. Chicago, IL: University of Chicago Press.
[32]	Lawley, J., & Tompkins, P. (2000). Metaphors in mind: Transformation throughsymbolic modelling. London: Developing Company Press.
[33]	Lunenberg, M., & Korthagen, F. (2009). Experience, theory and practical wisdom in teaching and teacher education. Teachers and Teaching: Theory into Practice, 15, 225-240.
[34]	Miles, M. B., & Huberman A. M. (1994). Qualitative data analysis. (2nd ed.). Newbury Park, CA: Sage.
[35]	Parkison, T. P. (2009). Field-based preservice teacher research: Facilitating reflective professional practice. Teaching and Teacher Education, 25, 798-804. doi:10.1016/j.tate.2008.11.017
[36]	Parkison, T. P. (2008a). Field placement treatments: A comparative study, The Teacher Educator, 43, 29-45. doi:10.1080/08878730701728879
[37]	Parkison, T. P. (2008b). Space for performing teacher identity through Kafka and Hegel. Teachers and Teaching: Theory and Practice, 14, 51-60.
[38]	Rasmussen, J. (2001). The importance of communication in teaching: A systems theory approach to the scaffolding metaphor. Curriculum Studies, 33, 569-582.
[39]	Renee, D. K., & Bruno, D. J. (2000). When help us helpful: Parent and helper perspectives. ERIC Journal. Number EJ605021.
[40]	Richards I. (1936). The philosophy of rhetoric. Oxford: Oxford University Press.
[41]	Robinson, S. M. (1999). Meeting the needs of students who are gifted and have learning disabilities. Intervention in School and Clinic, 34, 195-204. doi:10.1177/105345129903400401
[42]	Rodgers, A., & Keil, V. (2007). Restructuring a traditional student teacher supervision model: Fostering enhanced professional development and mentoring within a PDS context. Teaching and Teacher Education, 23, 63-80. doi:10.1016/j.tate.2006.04.012
[43]	Ross, W. (Ed.) (1924). The works of Aristotle in poetics. Oxford: Oxford University Press.
[44]	Rossman, G. B., & Rallis S. F. (1998). Learning in the field: An introduction to qualitative research. Thousand Oaks, CA: Sage Publications.
[45]	Shapiro, B. L. (1991). A collaborative approach to help novice science teachers. Alberta Journal of Educational Research, 37, 119-132.
[46]	Siegelman, E. (1990). Metaphor meaning in psychotherapy. New York, NY: The Guilford Press.
[47]	Torr, J., &, Simpson, A. (2003). The emergence of grammatical metaphora: Literacyoriented expressions in the everyday speech of young children. In A. M. Vandenbergen, M. Taverniers, & L. Ravelli, (Eds.), Grammatical metaphor (pp. 169-183). Amsterdam: John Benjamins.
[48]	Vakkayil, J (2008). Learning and organizations: Towards cross-metaphor conversations. Academic Journal Learning Inquiry, 2, 13-27. doi:10.1007/s11519-008-0025-5
[49]	Ville, I., & Khlat, M. (2007). Meaning and coherence of self and health: An approach based on narrative of life events. Social Science & Medicine, 64, 1001-1014. doi:10.1016/j.socscimed.2006.10.014
[50]	White, M. (2006). Working with people who are suffering the consequences of multiple trauma: A narrative perspective. In D. Denborough (Ed.), Trauma: Narrative responses to traumatic experiences (pp. 25-85). Adelaide: Dulwich Center Publication.
[51]	Wickman, S. A., Daniels, M. H., White, L. J., & Fesmire, S. A. (1999). A “primer” in conceptual metaphor for counselors. Journal of Counseling & Development, 77, 389-394. doi:10.1002/j.1556-6676.1999.tb02464.x
[52]	Ying, S. H. (2008). The role of culture in metaphor. US-China Foreign Language, 5, 74-81.