Using metaphors to know the conceptions about the teaching profession in initial teacher education
| dc.contributor.author | Martínez de la Hidalga, Zoe | |
| dc.contributor.author | Villardón Gallego, Lourdes | |
| dc.date.accessioned | 2026-01-15T13:37:46Z | |
| dc.date.available | 2026-01-15T13:37:46Z | |
| dc.date.issued | 2017-06-24 | |
| dc.date.updated | 2026-01-15T13:37:46Z | |
| dc.description.abstract | Conceptions about teaching are important because they affect professional performance. Metaphors are a tool to identify them. In this qualitative study metaphors are used to gain insight into conceptions held by pre-service teachers, and their development during Initial Teacher Training in the Bachelor’s Degree in Primary Education.A total of 247 students participated in this cross-sectional study; 145 were first-year students, and 102 were fourth-year students. Participants were requested to submit a metaphor following the open-ended formula: “the teacher is like…. because…” In order to categorize their answers, we used an inductive method. Afterwards, we calculated frequencies and percentages.Metaphors are grouped according to the following categories: a) Main Character; b) Support; c) Family; d) Teaching; e) Importance. The most frequent category is Support, followed by Teaching and Family. First-year pre-service teachers refer to Family, Teaching and the Main Character role of teachers more often than students in their fourth year, whereas the latter allude more often than the former to the teachers’ role as providers of Support and as Social Agents.There is evidence of a development from a transmissive educational perspective to a constructivist and transformative perspective of education, but there is no indication of any evolution towards a socioconstructivist outlook. | en |
| dc.description.abstract | Las concepciones sobre la profesión son importantes porque afectan al desempeño. La metáfora es una herramienta para identificarlas. En esta investigación se utiliza la metáfora para conocer las concepciones de los estudiantes de profesorado y su evolución a lo largo de la formación inicial en el Grado de Educación Primaria. Es un estudio transversal en el que han participado un total de 247 estudiantes, 145 de primer curso y 102 de cuarto. Se les preguntó la metáfora de forma abierta: “el profesor es como ... porque ...”. Para categorizar las respuestas se siguió el método inductivo. Una vez establecidas éstas, se calcularon frecuencias y porcentajes. Las metáforas se agrupan en las siguientes categorías: a) protagonista; b) apoyo; c) familia, d) agente social; e) enseñanza y f) importancia. La más frecuente es el Apoyo, seguida de la Enseñanza y la Familia. Los estudiantes de primer curso hacen más referencia a la Familia, a la Enseñanza y al papel Protagonista del profesor que los de cuarto, y éstos hacen más referencia al Apoyo y al profesor como Agente Social que los de primero. Se percibe evolución de una perspectiva transmisiva de la enseñanza a una perspectiva constructivista y transformadora, pero no a una perspectiva socioconstructivista. | es |
| dc.identifier.citation | Martínez de la Hidalga, Z., & Villardón Gallego, L. (2017). Using metaphors to know the conceptions about the teaching profession in initial teacher education. International Journal of Educational Psychology: IJEP, 6(2), 183-208. https://doi.org/10.17583/IJEP.2017.2602 | |
| dc.identifier.doi | 10.17583/IJEP.2017.2602 | |
| dc.identifier.eissn | 2014-3591 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.14454/4721 | |
| dc.language.iso | eng | |
| dc.publisher | Hipatia Editorial | |
| dc.subject.other | Professional identity | |
| dc.subject.other | Initial teacher education | |
| dc.subject.other | Metaphor | |
| dc.subject.other | Primary education | |
| dc.subject.other | Qualitative research | |
| dc.subject.other | Identidad profesional | |
| dc.subject.other | Formación inicial de profesorado | |
| dc.subject.other | Metáfora | |
| dc.subject.other | Educación primaria | |
| dc.subject.other | Investigación cualitativa | |
| dc.title | Using metaphors to know the conceptions about the teaching profession in initial teacher education | en |
| dc.title.alternative | Utilizando la metáfora para conocer las concepciones sobre la profesión docente en la formación inicial del profesorado | es |
| dc.type | journal article | |
| dcterms.accessRights | open access | |
| oaire.citation.endPage | 208 | |
| oaire.citation.issue | 2 | |
| oaire.citation.startPage | 183 | |
| oaire.citation.title | International Journal of Educational Psychology: IJEP | |
| oaire.citation.volume | 6 | |
| oaire.licenseCondition | https://creativecommons.org/licenses/by/2.5/ | |
| oaire.version | VoR |
Archivos
Bloque original
1 - 1 de 1
Cargando...
- Nombre:
- martinez_using_2017.pdf
- Tamaño:
- 848.23 KB
- Formato:
- Adobe Portable Document Format