Pedagogy Through the Pearl Metaphor: Teaching as a Process of Ongoing Refinement

• In Event: Learning as Being/Learning as Identity Making

Abstract

This paper illustrates how Helen, a middle Physical Education teacher, used an embodied metaphor—pedagogy through the pearl metaphor—to capture her understanding of her teaching. This way her approach to teaching could be understood by herself, by J.D., a beginning teacher with whom she co-taught, and by the three collaborative researchers who conducted a research study alongside Helen and her five colleagues in the Physical Education Department in a U.S. middle school setting.

Authors

• Cheryl J. Craig, University of Houston

• JeongAe You, Chung-Ang University

• Suhak Oh, Inha University