This dissertation suggests that metaphors are a powerful learning tool in education and a way to develop as a professional educator. The purpose of this phenomenological study was to gain a deeper understanding of how teachers utilize metaphors during reflection. I addressed their experience with metaphors, how they use metaphors, how metaphors play a critical role in their teaching, how students benefit from their use of metaphors, why they use metaphors, and if through technology they are able to use metaphors to reflect. I, individually, interviewed educators to understand the overall process and the emotions they encounter because they are teaching our students. My involvement in this project led me to discover that metaphors are a way of addressing social justice and expanding the following: (a) an ethic of choice, (b) an ethic of virtue, (c) an ethic of identity and above all else, and (d) an ethic of care. All of my participants expressed both literally and metaphorically that utilizing metaphors validated students individually, allowed them to connect on a personal level, and above all else showed an ethic of care towards student learning. Our educators are leading the way in a metaphorical world that must be taught literally as well.
Key Words: metaphor, reflection, educators, students, education.
|Advisor:||Caraway, James E.|
|Commitee:||Beutel, Constance, Mitra, Ahu|
|School:||Union Institute and University|
|School Location:||United States -- Ohio|
|Source:||DAI-A 74/12(E), Dissertation Abstracts International|
|Subjects:||Pedagogy, Elementary education|
|Keywords:||Ethic of care, Metaphor, Reflective practice|
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