Metaphors in transition: Beginning teachers' lived experience

Abstract

Personally constructed teaching metaphors have been successful in initiating and sustaining change in practice for both experienced and pre-service teachers. Yet few studies have focussed on the teaching metaphors used by beginning teachers in their first year of teaching. In this chapter we feature narrative accounts by three beginning science teachers of their lived experiences as first-year teachers. In particular, we consider their evolving use of metaphor (and analogy) in their teaching and the corresponding shifts in their teaching metaphors.