You are here:

The business of learning to teach: A Critical Metaphor Analysis of one Teacher's journey
ARTICLE

, , University of Nebraska-Lincoln, United States

TATE Volume 45, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This article analyzes the learning to teach process of one novice teacher, Rachael, enrolled in an Urban Teacher Residency (UTR) in Harbor City, United States. Building on Loh and Hu's (2014) scholarship on neoliberalism and novice teachers, we employ Critical Metaphor Analysis (CMA) to make visible the ways in which Rachael contends with conflicting frames of learning to teach—TEACHING IS A JOURNEY vs. TEACHING IS A BUSINESS—within her program. Rachael encounters three primary obstacles: programmatic incompatibility, pedagogical paralysis, and, ultimately, programmatic abandonment. The discussion explores the potential consequences of learning to teach in neoliberal contexts.

Citation

Gatti, L. & Catalano, T. (2015). The business of learning to teach: A Critical Metaphor Analysis of one Teacher's journey. Teaching and Teacher Education: An International Journal of Research and Studies, 45(1), 149-160. Elsevier Ltd. Retrieved June 24, 2022 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2014.10.003

Keywords