Metaphors and emotions of prospective secondary technology teachers on the role of teacher and student, before and after teaching practices

Abstract

Using the responses to open questions, this study analyzes the evolution of personal metaphors of a sample of ten prospective Technology teacherduring their Master's degree course in Secondary Teacher Educationduring the 2012/2013 academic year.The study applied four categories: transmissive/ behavioral, cognitive/constructivist, situated and self-referential. It was found that most of the prospective teachers were able to conceptualize their roles in the form of metaphors. Comparison of the results before and after the teaching practicum showed, there is a progression in the metaphors from teacher-centered models (transmissive-behavioral) to other more focused on students and learning (cognitive-constructivist). Most of the emotions associated with social metaphors are both the teacher and the students; after practice in teacher metaphors social negative emotions disappear, whereas in the metaphors of students social negative emotions increase after teaching practices.