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Teachers' conceptual metaphors for m...

Kim, Taehyung.

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Teachers' conceptual metaphors for mentoring.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teachers' conceptual metaphors for mentoring./
作者:	Kim, Taehyung.
面頁冊數:	231 p.
附註:	Adviser: Peter V. Paul.
Contained By:	Dissertation Abstracts International68-08A.
標題:	Education, Elementary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3279774
ISBN:	9780549205982

Teachers' conceptual metaphors for mentoring.
Kim, Taehyung.

Teachers' conceptual metaphors for mentoring. - 231 p.

Adviser: Peter V. Paul.

Thesis (Ph.D.)--The Ohio State University, 2007.

The purpose of the present study was to understand teachers' thinking about mentoring. The study examined what teachers metaphorically conceptualize with respect to mentoring. To achieve the goals, two research questions were asked: (1) What were the teachers' metaphors concerning mentoring that are used in their everyday language, and (2) what were the major concepts perceived by the teachers' use of metaphors regarding mentoring? Contemporary metaphor theories were employed in this study. The present study examined the issues regarding the metaphors for mentoring that teachers unconsciously use in their everyday languages. Specifically, the study addressed how teachers conceptualized mentoring through various metaphors in terms of the relationship between mentor and student teachers.

ISBN: 9780549205982Subjects--Topical Terms:

516171
Education, Elementary.

Teachers' conceptual metaphors for mentoring.
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020 $a 9780549205982
035 $a (UMI)AAI3279774
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100 1 $a Kim, Taehyung. $3 1265189
245 1 0 $a Teachers' conceptual metaphors for mentoring.
300 $a 231 p.
500 $a Adviser: Peter V. Paul.
500 $a Source: Dissertation Abstracts International, Volume: 68-08, Section: A, page: 3351.
502 $a Thesis (Ph.D.)--The Ohio State University, 2007.
520 $a The purpose of the present study was to understand teachers' thinking about mentoring. The study examined what teachers metaphorically conceptualize with respect to mentoring. To achieve the goals, two research questions were asked: (1) What were the teachers' metaphors concerning mentoring that are used in their everyday language, and (2) what were the major concepts perceived by the teachers' use of metaphors regarding mentoring? Contemporary metaphor theories were employed in this study. The present study examined the issues regarding the metaphors for mentoring that teachers unconsciously use in their everyday languages. Specifically, the study addressed how teachers conceptualized mentoring through various metaphors in terms of the relationship between mentor and student teachers.
520 $a Ten elementary school teachers in an urban setting in Ohio participated in the study. Using a maximum variation sampling method, teachers who had diverse backgrounds with respect to teaching and mentoring experiences were selected. The years of teaching experiences of the participants ranged from two to approximately 30 years. The number of student teachers in the yearlong program of a university in Ohio who the participants mentored ranged from zero to twelve.
520 $a Interview was the primary method for data collection. Interviews were conducted once for each participant in December 2002 and once more in April 2005. Each interview lasted for 30 to 45 minutes. Interview protocols consisted of three parts: background questions, main theme (good mentor), and sub-themes (mentoring strategies, contents of mentoring, lessons from mentoring, and model teacher as a mentor). Each theme (main theme and sub-themes) contained a series of core questions; probing questions were asked during the interviews when necessary. The procedures for data analysis included: identification of target area, identification of metaphors, reconstructing metaphorical concepts, and interpretation. Issues of validity and trustworthiness were also addressed.
520 $a The findings of the present study revealed that the participating teachers used various metaphors about mentoring and student teaching. Those metaphors pertained to the relationship of mentor and student teachers and can be grouped into two categories: Interpersonal Relationship Metaphors and Power Relations Metaphors. The Interpersonal Relationship Metaphors were: student teachers as family members, mentor as a friend, mentor as an owner, mentor as a container, and mentor as a builder whereas the Power Relations Metaphors were: mentoring as a journey, student teaching as a discovery, mentoring as a symbiotic relationship, mentoring as sharing, mentoring as giving, student teaching as war, mentor as a coach, mentor as a big sister, mentor as a flexible entity, mentor as a container, mentor as a builder, mentoring as watching, student teacher as a caterpillar, student teacher as an entertainer, student teacher as a flower, mentor as a gardener, and mentor as a nurturing nature.
520 $a These metaphors were related to two concepts of a good mentor: a non-authoritative mentoring approach and professional development. The metaphor analysis revealed that the participants believed, by permitting student teachers to implement their own teaching styles, a more equal and interpersonal relationship with student teachers should be established and would produce more successful mentoring. Moreover, the metaphor analysis demonstrated that this non-authoritative mentoring approach was intertwined with mentor teachers' professional development in a sense that mentor teachers could learn from student teachers and have a better chance to renew their (mentor teachers) teaching.
520 $a The present study has implications for inservice teacher education. Based on the assumption that metaphor is a reflection of daily actions and thoughts, awareness of conceptual metaphors can facilitate mentor teachers' reflection on their mentoring purposes, processes, and practices. In essence, this reflection contributes to resolving problems, articulating discrepancies between ideal and current mentoring situations, and ultimately, enabling the mentors to grow in their views and actions of mentoring. Another implication of the present study is the importance of establishing a strong, healthy relationship between mentor and student teachers for successful mentoring. Establishing interpersonal relationships and sharing the decision making process with student teachers may improve mentoring practices.
590 $a School code: 0168.
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Teacher Training. $3 783747
690 $a 0524
690 $a 0530
710 2 $a The Ohio State University. $3 718944
773 0 $t Dissertation Abstracts International $g 68-08A.
790 $a 0168
790 1 0 $a Paul, Peter V., $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3279774