Secondary science teachers' metaphors: A case study, Part 1

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dc.contributor.author Herbert, Susan M.
dc.date.accessioned 2010-04-12T21:04:38Z
dc.date.available 2010-04-12T21:04:38Z
dc.date.issued 2009
dc.identifier.citation Herbert, S. M. (2009). Secondary science teachers' metaphors: A case study, Part 1. Caribbean Curriculum, 16(2), 1-31 en
dc.identifier.issn 1017-5636
dc.identifier.uri http://hdl.handle.net/2139/6548
dc.description.abstract This case study sought to gain insights into a group of secondary science teachers' conceptions of teaching through an analysis of their metaphors. In addition, lesson plans, classroom observations, and artifacts produced during the year-long Diploma in Education (Dip.Ed.) programme were analysed. The data were analysed by reading the metaphor in context and against its obvious meaning to allow multiple meanings to emerge, and by coding to determine patterns, themes, and significant events. The findings revealed the multiple interpretations of teachers' metaphors and also that teachers' metaphors were similar to and different from those reported in the literature. In addition, teachers' actions did not always match the behaviours implied by the initial interpretation of the metaphor. The mismatch was either positive or negative in relation to contemporary learning theories. The implications for teacher educators' actions are discussed en
dc.language.iso en en
dc.publisher School of Education, UWI, St. Augustine en
dc.subject Secondary school teachers en
dc.subject Science teachers en
dc.subject Teacher attitudes en
dc.subject Teaching en
dc.subject Metaphors en
dc.subject Case studies en
dc.subject Trinidad and Tobago en
dc.title Secondary science teachers' metaphors: A case study, Part 1 en
dc.type Article en


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