Teaching Metaphors: Supporting Professional Growth and Shaping Teacher Identity

Abstract

A phenomenological study was conducted to further a better understanding, and inquire a new awareness, on how metaphors can support professional growth and shape teacher identity for early childhood education students. Examining teaching metaphors might be another strategy for teacher preparation programs to help early childhood education students in identifying their pre-existing values about teaching and learning. Teaching metaphors may guide students to reflect on values and beliefs that make an important impression on their individual teaching journey.