Exploring Teaching Approaches of College Science Faculty Through Metaphor Analysis

• In Event: Poster Session 1
  In Poster Session: Faculty, Teaching, and Professional Development

Abstract

This qualitative study explored how implicit teaching metaphors of three college faculty characterized their perceived teaching roles, were enacted in instruction, and recognized by their students as part of their learning experiences. Participants were three faculty at two-year colleges who taught general education science courses and their students. Data sources included semi-structured interviews, classroom observations, and surveys. Three teaching metaphors were identified: teacher as tour guide, teacher as expedition leader, and teacher as courier. There was considerable correspondence between faculty teaching metaphors, enacted teaching practices, and students’ reported experiences of teaching in their classes.

Author

• Erin F.C. Dokter, The University of Arizona