Publication: Metaphorical roots of beliefs about teaching and learning science and their modifications in the standard-based science teacher preparation programme
Issued Date
2011-07-01
Resource Type
ISSN
14645289
09500693
09500693
Other identifier(s)
2-s2.0-79959348139
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Mahidol University
Rights Holder(s)
SCOPUS
Bibliographic Citation
International Journal of Science Education. Vol.33, No.11 (2011), 1571-1595
Suggested Citation
Khajornsak Buaraphan Metaphorical roots of beliefs about teaching and learning science and their modifications in the standard-based science teacher preparation programme. International Journal of Science Education. Vol.33, No.11 (2011), 1571-1595. doi:10.1080/09500693.2010.528462 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/12883
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Title
Metaphorical roots of beliefs about teaching and learning science and their modifications in the standard-based science teacher preparation programme
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Abstract
Beliefs are psychological constructs potentially driving a teacher to make pedagogical decisions and act. In this study, the metaphor construction taticipants' dominant metaphor categories were teacher as nurturer/cultivator, as knowledge provider, and as superior authoritative figure. The findings from descriptive comparisons did not show meaningful patterns of metaphors in association with the factors of gender, study major, or class level. The MCT, incorporated with in-depth interviews, revealed that out of 30 volunteers, more than half expressed a major change of metaphor after one semester's participation in the standard-based programme. The major path of metaphor change was from the teacher as nurturer/cultivator to the teacher as knowledge provider. Pre-service teachers' beliefs are metaphorically rooted and culturally influenced. The implications regarding the utilization of MCT, modification of teacher beliefs, and science teacher education are also discussed. © 2011 Taylor & Francis.