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Four metaphor categories are examined: behaviourist/transmissive, cognitivist/constructivist, situated, and self-referential. Most participants conceptualise a teacher image via metaphors, primarily cognitivist/constructivist and behaviourist/transmissive. Comparing before and after an internship in primary schools shows limited change, with only two progressing and three regressing. Metaphors prove valid for fostering self-reflection and critical awareness.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/analysis-of-pre-service-teachers-personal-metaphors-about-foreign-language-teaching/594312/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/analysis-of-pre-service-teachers-personal-metaphors-about-foreign-language-teaching/594312.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about trainee foreign language teachers?","Question",{"text":112,"@type":113},"The study analyses how pre-service teachers characterise and evolve their personal metaphors about foreign language teaching, using open-ended questionnaire data including drawings of the teacher’s roles.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many metaphor categories are used, and which ones are they?",{"text":117,"@type":113},"Four categories are considered: behaviourist/transmissive, cognitivist/constructivist, situated, and self-referential metaphors.",{"name":119,"@type":110,"acceptedAnswer":120},"What happens to most teachers’ metaphors after the internship in primary schools?",{"text":121,"@type":113},"Most participants do not change their metaphors or their associated teaching models; only two show progressive change and three show regressive change.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594312,1792167740,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Analysis of Pre-service Teachers’ Personal Metaphors about Foreign  \nLanguage Teaching  \nJuan Luis de la Montaña Conchiña  \nUniversidad de Extremadura (Spain)  \nMaría Guadalupe de la Maya Retamar  \nUniversidad de Extremadura (Spain)  \nMagdalena López-Pérez  \nUniversidad de Extremadura (Spain)  \nAbstract: This study analyses the characterisation and evolution of the personal metaphors ofa sample of 34 trainee foreign language  \nteachers, through a questionnaire of open-ended questions that included asking the participants to make drawings representing the roles of the teacher. Four categories of metaphors were considered for the analysis: behaviourist/transmissive, cognitivist/constructivist, situated, and self-referential. The results indicate that most participants were able to conceptualise their image of the teacher in the form of metaphors. The pre-service teachers’ metaphors  \nrepresented are mainly cognitivist/constructivist and  \nbehaviourist/transmissive. When comparing them before and after the internship in the primary schools, most of them did not change their metaphors or their associated models about foreign language teaching; only two participants experienced a progressive change in their metaphors and three experienced a regressive change in their metaphors. The validity of metaphors as a tool for increasing the selfreflection and critical awareness of trainee teachers is confirmed.  \nIntroduction  \nIn Spain, the training of future primary school teachers is carried out by means of a four-year degree program. When students come to this training, they do so with a certain knowledge of the disciplines they are preparing to teach, thanks to their previous educational background. But they also bring with them a set of values, beliefs, attitudes, and emotions about teaching, learning and being a teacher, which constitute their professional identity and have been shaped by their school experience and the social environment in which they are embedded. Understanding the complexity of the identities that foreign language teachers construct is crucial, as Kayi-Aydar (2019) points out, since the ways in which teachers perceive themselves as professionals have an impact on both their development as teachers and their interactions with colleagues, the pedagogical decisions they make and, consequently, their classroom practices.  \nHowever, accessing the teacher’s thoughts and endowing them with meaning is not always an easy task, as these ideas are sometimes difficult to articulate and express in a clear and structured way. Since the language that teachers frequently use to talk about themselves is rather symbolic and metaphorical (Lakoff & Johnson, 1986), in this paper we have resorted to the analysis of metaphors to find out which teaching models they identify with and how they evolve after an internship period in schools. First, we review theoretically the concept of  \nmetaphor, its use to access teachers’ thinking and examine some studies based on the analysis of personal metaphors. After we present the sample and the data collection instrument, as well as the methodological process of data analysis. Finally, we introduce the results obtained discussing them and finish with conclusions and training implications.  \nLiterature Review  \nMetaphors represent a form of transportation or translation of meaning or, as Lakoff and Johnson (1986) have pointed out, they are a mental mechanism that structures much of the conceptual system. According to Duffé Montalván (2004, pp. 34) they act as “a code of values shared by other members of the cultural and linguistic community”, linking the cognitive with the affective and allowing individuals to construct images and concepts linked directly to experience (Lakoff & Johnson, 1986) . Personal metaphors act as articulating axes between conceptions, practical knowledge, and classroom dynamics (Buaraphan, 2011; Castañeda, 2020; Dávila et al., 2017; Hasim et al., 2013; Korthagen, 2010; Martí","cbCaijWq7bYZdG32","https://ap.wps.com/l/cbCaijWq7bYZdG32","pdf",534105,21,"English","# Abstract\n# Introduction\n# Literature Review\n# The Personal Metaphors of Teachers","[{\"question\":\"What does the study investigate about trainee foreign language teachers?\",\"answer\":\"The study analyses how pre-service teachers characterise and evolve their personal metaphors about foreign language teaching, using open-ended questionnaire data including drawings of the teacher’s roles.\"},{\"question\":\"How many metaphor categories are used, and which ones are they?\",\"answer\":\"Four categories are considered: behaviourist/transmissive, cognitivist/constructivist, situated, and self-referential metaphors.\"},{\"question\":\"What happens to most teachers’ metaphors after the internship in primary schools?\",\"answer\":\"Most participants do not change their metaphors or their associated teaching models; only two show progressive change and three show regressive change.\"}]","Analysis of Pre-service Teachers’ Personal Metaphors about Foreign Language Teaching | PDF",1792078924,53]