Journal article
Monitoring teachers' referents for classroom practice using metaphors
International journal of science education, Vol.19(2), pp.183-192
02/01/1997
DOI: 10.1080/0950069970190204
Abstract
In this research, teachers were asked to provide metaphors which they used to describe their teaching practices prior to, upon completion of, and four months after, participating in an extended inservice programme aimed at promoting constructivist teaching/learning approaches. Seven of the eight teachers on the science staff of a junior high school were able to generate metaphors to describe their teaching and six of these teachers put forward metaphors that were indicative of a facilitator role within the classroom. The findings of the research illustrate that metaphors can be a useful means of monitoring change in teaching approaches.
Details
- Title: Subtitle
- Monitoring teachers' referents for classroom practice using metaphors
- Creators
- Brian HandDavid F. Treagust - Curtin University
- Resource Type
- Journal article
- Publication Details
- International journal of science education, Vol.19(2), pp.183-192
- Publisher
- Taylor & Francis Group
- DOI
- 10.1080/0950069970190204
- ISSN
- 0950-0693
- eISSN
- 1464-5289
- Language
- English
- Date published
- 02/01/1997
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371275102771
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