Understanding the connection between pre-service teachers' emotions and identity through metaphor: a qualitative study into six candidates from a Chilean university

被引:0
作者
Munoz-Salinas, Yerko [1 ,2 ]
机构
[1] Univ Santo Tomas, Fac Educ, Programa Formac Pedag, Santiago, Chile
[2] Univ Santo Tomas, Fac Educ, Programa Formac Pedag, Ejercito Libertador 146, Santiago 8370003, Chile
关键词
Pre-service teachers; metaphors; emotions; teacher identity; training; teacher education;
D O I
暂无
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This qualitative study, based on semi-structured interviews, analyses the emotions of six (n = 6) pre-service teachers (PSTs) enrolled in a Chilean full-year education programme through metaphors they used to describe the process by which they became professionals. Findings suggest that pre-service teachers understand emotions as burdens, tools, and sources for self-knowledge. Metaphors also indicate that teacher training might be experienced as a shifting and hostile proof that challenges their self-conceptions, impelling personal adaptation and learning. Accordingly, this study shows that candidates employ metaphors to create professional knowledge, review past experiences, and develop identities. Lastly, it is also suggested that integrating metaphor-based work during the training might help PSTs to build narrative agency and gain valuable insight into their processes.
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页数:19
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