Article published in:
Elicited Metaphor Analysis in Educational Discourse
Edited by Wan Wan and Graham Low
[Metaphor in Language, Cognition, and Communication 3] 2015
► pp. 167186
References
Armstrong, S.L., Davis, H., & Paulson, E.J
(2011) The subjectivity problem: Improving triangulation approaches in metaphor analysis studies. International Journal of Qualitative Methods, 10(2), 151–163.Google Scholar
Akyel, A
(2000) Experienced and student EFL teachers’ instructional thoughts and actions. The Canadian Modern Language Review, 53(4), 677–704.Google Scholar
Borko, H., & Putnam, R.T
(1996) Learning to teach. In D.C. Berliner & R.C. Calfee (Eds.), Handbook of educational psychology (pp. 673–708). New York: Macmillan.Google Scholar
Borg, M
(2001) Teachers’ beliefs. ELT Journal, 55(2), 186–188. DOI logoGoogle Scholar
Cameron, L
(2010) What is metaphor and why does it matter? In L. Cameron & R. Maslen (Eds.), Metaphor analysis: Research practice in applied linguistics, social sciences, and the humanities (pp. 3–25). London: Equinox.Google Scholar
Cameron, L., & Low, G.D
(1999) Metaphor. Language Teaching, 33, 77–96. DOI logoGoogle Scholar
Creswell, J.W
(1998) Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.Google Scholar
Farrell, T.S.C
(2009) The novice teacher experience. In A. Burns & J.C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 182–189). Cambridge, UK: Cambridge University Press.Google Scholar
Guerrero, M.C.M. de, & Villamil, O.S
(2000) Exploring ESL teachers’ roles through metaphor analysis. TESOL Quarterly, 34(2), 341–351. DOI logoGoogle Scholar
(2002) Metaphorical conceptualizations of ESL teaching and learning. Language Teaching Research, 6(2), 95–120. DOI logoGoogle Scholar
Johnson, K.E
(1994) The emerging beliefs and instructional practices of preservice English as a second language teachers. Teacher and Teaching Education, 10, 439–452. DOI logoGoogle Scholar
(1996) The vision versus the reality: The tensions of the TESOL practicum. In D. Freeman & J. Richards (Eds.), Teacher learning in language teaching (pp. 30–49). Cambridge, UK: Cambridge University Press.Google Scholar
Kalra, M.B., & Baveja, B
(2012) Teacher thinking about knowledge, learning, and learners: A metaphor analysis. Procedia - Social Behavioral Sciences, 55, 317–326. DOI logoGoogle Scholar
Lakoff, G., & Johnson, M
(1980/2003) Metaphors we live by. Chicago, IL: University of Chicago Press.Google Scholar
Mahlios, M., & Maxson, M
(1998) Metaphors as structures for elementary and secondary pre-service teachers’ thinking. International Journal of Educational Research, 29(3), 227–240. DOI logoGoogle Scholar
Marchant, G
(1992) A teacher is like…: Using simile lists to explore personal metaphors. Language and Education, 6(1), 33–45. DOI logoGoogle Scholar
Martínez, M.A., Sauleda, N., & Huber, G.L
(2001) Metaphors as blueprints of thinking about teaching and learning. Teaching and Teacher Education, 17, 965–977. DOI logoGoogle Scholar
Merriam, S.B
(1998) Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.Google Scholar
Moser, K.S
(2000) Metaphor analysis in psychology: Method, theory, and fields of application. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 1(2), Art. 21, http://​nbn​-resolving​.de​/urn:nbn:de:0114​-fqs0002212.Google Scholar
Munby, H
(1987) Metaphor and teachers’ knowledge. Research in the Teaching of English, 21(4), 377–397.Google Scholar
Munby, H., & Russell, T
(1990) Metaphor in the study of teachers’ professional knowledge. Theory into Practice, 29(2), 116–121. DOI logoGoogle Scholar
Nunan, D
(1992) The teacher as decision maker. In J. Flowerdew, M. Brock, & S. Hsia (Eds.), Perspectives on second language teacher education (pp. 135–165). Hong Kong: City Polytechnic Hong Kong.Google Scholar
Oxford, R., Tomlinson, S., Barcelos, A., Harrington, C., Lavine, R., Saleh, A., & Longhini, A
(1998) Clashing metaphors about classroom teachers: Toward a systematic typology for the language teaching field. System, 26(1), 3–50. DOI logoGoogle Scholar
Numrich, C
(1996) On becoming a language teacher: Insights from diary studies. TESOL Quarterly, 30(1), 131–151. DOI logoGoogle Scholar
Richards, J
(1989) Beyond methods: Alternative approaches to instructional design in language teaching. PASAA, 19(1), 17–31.Google Scholar
Rosaen, C., & Florio-Ruane, S
(2008) The metaphors by which we teach: Experience, metaphor, and culture in teacher education. In M. Cochran-Smith, S. Feiman-Nemser, D.J. McIntyre, & K.E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed.) (pp. 706–731). New York & London: Routledge.Google Scholar
Shaw, D.M., & Mahlios, M
(2008) Pre-service teachers’ metaphors of teaching and literacy. Reading Psychology, 29, 31–60. DOI logoGoogle Scholar
Stofflett, R
(1996) Metaphor development by secondary teachers enrolled in graduate teacher education. Teaching & Teacher Education, 12(6), 577–589. DOI logoGoogle Scholar
Strugielska, A
(2008) Coherence relations and concept dynamics in learners’ personal theories. Vigo International Journal of Applied Linguistics, 5, 107–129.Google Scholar
Tsui, A.B.M
(2009) Teaching expertise: Approaches, perspectives, and characterizations. In A. Burns & J.C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 190–197). Cambridge, UK: Cambridge University Press.Google Scholar
Zapata, G.C., & Lacorte, M
(2007) Pre-service and in-service instructors’ metaphorical constructions of second language teachers. Foreign Language Annals, 40(3), 521–534. DOI logoGoogle Scholar
Yin, R.K
(1984) Case study research: Design and methods. Newbury Park, CA: Sage.Google Scholar
Cited by

Cited by 1 other publications

Shaw, Donita & Elena Andrei
2020. Pre-Service Teachers’ Metaphors of Learning and Teaching English as a Second Language. Multicultural Learning and Teaching 15:1 Crossref logo

This list is based on CrossRef data as of 08 january 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.