Although most teachers may be unaware of the power of metaphors in their language, they certainly represent their teaching and learning in metaphorical language (Yero, 2002). Majority of the studies in educational metaphor literature have focused on teacher trainees and teacher educators and there is a paucity of literature on higher education teachers’ metaphors. This TALISS seminar will focus on the key findings from a study which examined National Teaching Fellows’ metaphorical images of teaching. The National Teaching Fellowship Scheme (NTFS) is a competition that recognises and rewards individual excellence in teaching and/or supporting the higher education student learning experience. The presenter contacted one hundred and five National Teaching Fellows (winners of the 2010 and 2011 NTFS competition) for their teaching metaphors. 45 Fellows (43%) responded to this email survey. Seminar attendees will be encouraged to share their own teaching metaphors and reflect on whether their teaching metaphors have any impact on their teaching practices.
3. Metaphorical Stem Activity
“My teaching is (like) …………………
because …………”
Complete with a metaphor that best describes your
current teaching practice & state relevant teaching
context.
6. Metaphors are analogical devices
which lie beneath the surface of an
individual’s awareness and serve as a
cognitive device for learning new
information, concepts and skills.
Andrew Ortony (1993)
13. “My teaching style is like a ‘tour
guide’, signposting the interesting
landmarks and providing some
context in a way that encourages
others to explore the landscape for
themselves in a way that is of most
use to them…….”
Fellow B
15. "Teaching is like feeding students
with pre-digested concepts in an
animated and enthusiastic manner -
the students should always feel they
have left a teaching event having
learnt something new." Fellow I
16. “…..It is a bit like being a good
parent, you know when you have
been successful, they can fly away
on their own.” Fellow J
18. “Lecturing (Teaching) is interactive
theatre where you use your physical
presence, social contact and the
physicality of the lecture theatre
and audience to enthuse about the
subject……” Fellow L
20. “Teaching is giving mental athletes
the tools to help them stretch and
develop towards becoming fully
functioning [personally and
intellectually] individuals.” Fellow O
22. “My teaching is like fair-isle
knitting. I am the needles gently
teasing the strands of wool together
and creating the structure and the
framework, yet it is the wool (or
learners) who provide the colour
and substance of the final
result……” Fellow P
24. “I think my preferred teaching
metaphor would be that of
gardener - striving to bring out the
best in the plants under their care
so that they can produce productive
fruit…..” Fellow Q
26. “The teacher is a scaffold that
gradually removes itself to the point
of not being needed. With the
scaffold the building (student) can
go much higher than it could have
done without this support at the
early stages.” Fellow R
28. “Teaching is like learning to fish. You
have to spend time watching the water
before you gradually become aware of
all the activity beneath the surface.
Then you have to recognise how the
fish (learners) are swimming, so you
can align yourself with their direction &
then lead them where you want them
to go.” Fellow S
29. Non-metaphorical responses
• “Teaching is enabling learners to hold on
to what would otherwise be difficult to
grasp. It turns abstractions into tangible
things.”
• “Teaching is remembering that you are
always a student of the discipline and a
student of the best of way delivering
it….”
31. Metaphors are reframing or heuristic tools that can be employed by teachers to reflect upon and improve their practice (Munby & Russell, 1990).
“Metaphors are reframing
or heuristic tools that can be
employed by teachers to
reflect upon and improve
their practice.”
(Munby & Russell, 1990)).
32. “I love metaphors as they are really
powerful ways to convey ideas and
this exercise certainly made me
think about my approach and what
I am trying to do in my teaching so
thanks very much. Thank you for
making me think this evening.”
Fellow P
33. “I don't normally use metaphors but
your question made me think more”
Fellow J
34. Discussion
• Please share your teaching
metaphor with the group and your
thoughts on its connection with
your teaching practice.
35. Teacher as travel or tour guide, ship
Travelling metaphor captain, lighthouse keeper and students
as travellers
Parenting metaphor Teacher as ‘good’ parent and students as
children.
Performance metaphor Teacher as actor, tightrope walker,
cheeky clown and students as audience
Coaching metaphor Teacher as coach and students as mental
athletes
Knitting metaphor Teacher as needle and students as wool
Gardening metaphor Teacher as gardener and students as
plants
Construction metaphor Teacher as scaffold and students as
buildings
Fishing metaphor Teacher as fisherman and students as
fishes
Seminal book by George Lakoff and Mark Johnson (cognitive linguists) released in 1980 which has influenced educational metaphor research.
Book’s main premise. Metaphors are not just mere literary devices or short cuts – figures of speech to spice up conversations but conceptual or cognitive tools/instruments used by people to understand and comprehend their social and inner realities – their world. * Most studies in the area of educational metaphors have focused on teacher education rather than higher education – on teacher educators and teacher trainees not academic lecturers.
A fish has no conception of water until it is out of it – metaphors are so subtle and below awareness* The fact that metaphors are part and parcel of daily conversations and interactions makes them invisible so that unless you look out for them, you rarely notice them.
Most of the studies have focused on teacher educators and student teachers but there is a limited study on HE lecturers. I needed a small population sample of lecturers and National Teaching Fellows fitted this bill. These were academics regarded as excellent teachers by the HEA. It was interesting to find out what their teaching methods would be.