This study examined how 5 first-year English teachers used metaphors to make sense of their experiences. At the beginning of their teaching careers, the teachers chose "root" metaphors like shepherd, marketer, and ship captain. Throughout their first year of teaching, their emails revealed changing metaphors as they took on new roles like manager, mother, and coach. By the end of the year, most teachers' metaphors had changed or evolved based on their teaching contexts. The study found that metaphors help new teachers articulate challenges and are dependent on their specific situations rather than remaining fixed over time.

1. TEACHERS’ USE OF
METAPHORS IN MAKING
SENSE OF THE FIRST
YEAR OF TEACHING
Brandy Barter
Jeff Fowler
EDUC 8620: Practicum
Dr. DeCosta
Sept. 5, 2012

2. Introduction
 Mann wants to explore metaphor as a
way of reflective teaching.
 How 1st year Ts use metaphor to
make sense of their teaching.
 Do “root” metaphors change after the
1st year of teaching? Is the change
based on teaching context?

3. Methodology
 Case study of five 1st year EFL teachers from
the same MA program
 They wrote a “root” metaphor at the beginning
of their MA program
 They had the option to modify their metaphor
at the end of their MA program
 They communicated with the researcher via e-
mail throughout their 1st year of teaching

4. John
 Root metaphor: shepard
 Modified metaphor: train conductor
 Emails: coaching a team, class tutor,
policeman, custodial officer (running a prison).
 “…real children in real classrooms are not
always lovable…” (Spencer, 1986, p. 10)

5. Izumi
 Root Metaphor: marketing researcher
 Was interested in CLT and TBL
 Modified metaphor: still marketing
researcher
 Emails: manager, controller, students as
difficult customers, horse pulling students
forward (at the end of 1st year).

6. Tom
 Root metaphor: ship captain
 Revised metaphor: ship captain - w/
engineering skills
 Emails: keeping boat afloat, stormy, strong winds,
hurricane, construction (house building &
decorating)
 Children misunderstand the meaning of playing
games... “They think that now is time to play only
and not play and learn simultaneously” (p. 20).

7. Connie
 Root metaphor: farmer, classrooms as
greenhouses (engaged in growing
vegetables)
 Revised metaphor: still farmer
 Emails: growth, seeds, watering, feeding,
replanting, mother

8. Carmen
 Root metaphor: actress, students as
audience
 Revised metaphor: actress, comedian,
magician
 Emails: cook, diet, exercise, mother
 “The more you exercise and get the food right,
the best shape and physical condition you can
develop for the students” (p. 22).

9. Findings
 Teachers use metaphors as “explanatory
vehicles” (Block, 1996, p. 51) to articulate their
difficulties, conflicts and tension in their 1st
year.
 1st year teachers often use metaphors related
to balance (e.g. “finding my footing”).
 There is little evidence of root metaphors
persisting (likely because they are created in
the absence of context).

10. Conclusion
 Metaphors are not fixed
 Metaphors are dependent on context

11. Group Activity
1. Individually, think of a teaching experience
you’ve had and come up with a metaphor to suit
that experience. Please brainstorm and then
write a sentence or two to describe. (3 min.)
You may want to start by using this prompt:
The teacher is like…
The language classroom is like…

12. Group Activity (continued)
2. Individually answer this question: Do you believe that articulating
your teaching experience through metaphor is a valuable
component of reflective teaching? Why or why not? (3 min.)
LAST QUESTION:
 a.) Individually answer this question: Do the words we use (i.e.
metaphors) influence the way we think or teach? Why or why
not? (1 min. to think, 3 min. to discuss with group).
 b.) Individually answer this question: Would you be comfortable
sharing your metaphor with parents and administration? How
would they likely respond? (1 min. to think, 3 min. to discuss with
group).