Metaphors of knowing, doing and being: Capturing experience in teaching and teacher education

abstract

• 2017 In this article, Bateson's idea of human beings thinking with metaphors and learning through stories is examined as it played out within accumulated educational research studies. Five storied metaphors illuminating knowing, doing and being are highlighted from five investigations involving different research teams. In the cross-case analysis, the importance of narrative exemplars emerges, along with the significance of metaphors serving as proxies for teachers experiences. The plotlines of the metaphors, the morals of the metaphors and the truths of the metaphors are also discussed. In the end result, the value of metaphors in surfacing teachers embedded, embodied knowledge of experience is affirmed as well as the deftness of the narrative inquiry research method in metaphorically capturing pre-service and inservice teachers storied experiences.

authors

• Craig, Cheryl

published proceedings

• TEACHING AND TEACHER EDUCATION

author list (cited authors)

• Craig, C. J.

citation count

• 31

complete list of authors

• Craig, Cheryl J

publication date

• January 2018

publisher

• Elsevier  Publisher

published in

• Teaching and Teacher Education : An International Journal of Research and Studies  Journal

keywords

• Metaphors
• Narrative Inquiry
• School Reform
• Teachers' Experiences

Digital Object Identifier (DOI)

• 10.1016/j.tate.2017.09.011

start page

• 300

end page

• 311

volume

• 69

URL

• http://dx.doi.org/10.1016/j.tate.2017.09.011