Physical education teachers' metaphors of teaching and learning

Michalis Stylianou, Pamela Kulinna, Donetta Cothran, Ja Youn Kwon

Research output: Contribution to journalArticle

14 Scopus citations

Abstract

This study was informed by the literature on teaching metaphors and the theory of occupational socialization. Its purpose was to examine in-service Physical Education teachers' initial (before entering the profession), current, and ideal metaphors of teaching, related factors, and potential differences in participants' metaphors based on their teaching experience. A mixed-methods approach was employed for this study, including a modified version of an existing survey (N = 66; Alger, 2009) and interviews (N = 13). Descriptive statistics indicated that while participants predominantly embraced teacher-centered metaphors initially, about half of them reported their current and ideal metaphors as student-centered. Constant comparison and analytic induction techniques revealed three themes and several subthemes: (a) fluidity (own definitions, combination of metaphors), (b) formation of initial views of teaching (acculturation, professional socialization), and (c) evolutionary forces and constraints (experience, pressure of test scores, time allocation, resources). These results have implications both for preservice and in-service teacher education programs.

Original languageEnglish (US)
Pages (from-to)22-45
Number of pages24
JournalJournal of Teaching in Physical Education
Volume32
Issue number1
DOIs
StatePublished - Jan 2013

Keywords

  • Conceptualization of teaching and learning
  • Teacher beliefs
  • Teaching metaphors

ASJC Scopus subject areas

  • Orthopedics and Sports Medicine
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Education

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