The role of teachers in education. Exploring ESL Pre-service teachers' teaching metaphors

Table of Contents

CHAPTER 1: INTRODUCTION

Introduction

Background of the Study

Pre-service teacher education in University of Malaya

Teacher cognition

Problem Statement

Purpose of the Study

Research Questions

Definition of Terms

Significance of the Study

CHAPTER 2: LITERATURE REVIEW

Introduction

Metaphors in Teacher Education

Professional Identity

Beliefs and Teacher Education

Reflective Practice

Theoretical Framework

CHAPTER 3: METHODOLOGY

Introduction

Participants of the Study

Sampling Method

Instruments

Reflective task

Interview protocol

Limitations of Method of Data Collection

Data Collection Procedures

Distributing consent form

Assigning reflective task

Collecting reflective task

Conducting interview

Data Analysis

CHAPTER 4: FINDINGS

Introduction

Participants’ Background Information

Teachers’ Teaching Metaphors

PT1’s metaphors

PT2’s metaphors

PT3’s metaphors

The Choice of Metaphors in Relation to Teachers’ Beliefs and Practice

The Sociocultural Influence On Teachers’ Choice Of Metaphors

Previous schooling experience

Teacher education program

KBSM curriculum specifications

CHAPTER 5: DISCUSSION & CONCLUSION

Introduction

Summary of the Findings

Discussion

Conclusion

Significance of findings

Implications for teacher education program

Limitations of the study

Future research

Research Objectives and Themes

This study aims to investigate the personal teaching metaphors held by Malaysian ESL pre-service teachers and to determine how these metaphors correlate with their pedagogical beliefs and teaching practices. Furthermore, the research explores the extent to which sociocultural factors, specifically previous schooling experiences, formal teacher education programs, and the KBSM curriculum specifications, influence the formation of these metaphors.

• Teaching metaphors as indicators of professional identity.
• The relationship between metaphor, teacher cognition, and pedagogical practice.
• Influence of prior schooling experiences on pre-service teachers' beliefs.
• The role of formal teacher education in shaping teaching approaches.
• The impact of the KBSM curriculum on classroom instruction.

Excerpt from the Book

Summary of Chapters

CHAPTER 1: INTRODUCTION: This chapter provides an overview of the role of teachers, the importance of teacher cognition, and the research focus on using metaphors to understand pre-service teachers' identities.

CHAPTER 2: LITERATURE REVIEW: This chapter reviews existing studies on metaphors in teacher education, professional identity, teacher beliefs, reflective practice, and the sociocultural theoretical framework.

CHAPTER 3: METHODOLOGY: This chapter details the qualitative case study design, participant selection, data collection methods (reflective tasks and interviews), and the thematic data analysis process.

CHAPTER 4: FINDINGS: This chapter presents the data on the participants, identifies their specific teaching metaphors, and examines the influences of sociocultural factors on these choices.

CHAPTER 5: DISCUSSION & CONCLUSION: This chapter interprets the findings, discusses the implications for teacher education programs, acknowledges study limitations, and suggests directions for future research.

Keywords

ESL, pre-service teachers, teaching metaphors, teacher cognition, professional identity, sociocultural factors, practicum, reflective practice, pedagogical beliefs, KBSM curriculum, Vygotsky, teacher training, education, language teaching, classroom practice.

Frequently Asked Questions

What is the core focus of this research?

The research focuses on exploring the personal teaching metaphors adopted by three Malaysian ESL pre-service teachers to understand their professional roles and pedagogical identities.

What are the central themes of the work?

The core themes include the use of metaphors as diagnostic tools for teacher cognition, the influence of prior schooling and formal training, and the dynamic nature of teacher professional identity.

What is the primary objective of this dissertation?

The primary objective is to identify these teaching metaphors and analyze how sociocultural factors like previous schooling, teacher education, and curriculum specifications shape the teachers' beliefs.

Which scientific methodology does the author employ?

The author employs a qualitative case study methodology, utilizing reflective tasks and semi-structured, one-on-one interviews to gather in-depth data from the participants.

What topics are discussed in the main body?

The main body covers the theoretical foundations of teacher cognition and sociocultural theory, the methodology of the study, the detailed findings regarding participant metaphors, and a discussion connecting these findings back to established literature.

Which keywords best characterize this study?

Keywords include ESL, pre-service teachers, teaching metaphors, teacher cognition, professional identity, and sociocultural factors.

How does the author define 'teacher cognition'?

The author adopts Borg's definition of teacher cognition as the "unobservable cognitive dimensions of teaching," which encompasses what teachers know, believe, and think about their profession.

What is the significance of the metaphors chosen by PT1?

PT1's metaphors, such as 'gardener' and 'mighty oak tree,' highlight her belief in the necessity of individualized attention to student needs and the importance of being deeply grounded in academic knowledge.