Teaching Forward, Understanding Backward: In Search of Theorized Practice
نویسندگان
چکیده
In this study, teacher generated metaphors were closely aligned with three major educological themes: behavioral change, assisted performance, and radical constructivism. Teacher observations, in contrast, revealed much more complexity. A factor analysis of the follow-up survey results exposed nine distinctive teacher practice profiles. Each of these three strategies -metaphor analysis, observations, and survey data -provided teachers with unique topographical perspectives for uncovering the subterranean landscapes of the mind. Rather than viewing their work as an eclectic collection of strategies, teachers were able to identify the components of their own distinctive profiles and analyze their implications. Their analyses revealed that daily activities did not always reflect underlying patterns.
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