Metaphors as Two-way Mirrors - Issue 10 - Illuminating Preservice to In-service Teacher Identity Development

Oct 15, 2026

The transition from pre-service to in-service teaching can be uncertain and difficult, often marked by diminished confidence, idealism, and optimism as teacher metaphors shift toward bleak and defeatist visions. This study investigates whether metaphors elicited from pre-service teachers can reveal views, vulnerabilities, and perceived control, distinguishing metaphors by locus of pedagogy and by agency/efficacy. Findings inform incoming teachers, teacher educators, and the profession about how to anticipate and ease early-career challenges.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Introduction

Literature Review

The Contribution of Metaphors

Metaphors as windows into teachers’ thinking

Encouraging metaphor exploration

Australian Journal of Teacher Education | Volume 40 | Issue 10 | Article 3 | | --- | --- | 2015 Metaphors as Two-way Mirrors: Illuminating Preservice to In-service Teacher Identity Development John Buchanan University of Technology Sydney, [john.buchanan@uts.edu.au](john.buchanan@uts.edu.au) Recommended Citation Buchanan, J. (2015). Metaphors as Two-way Mirrors: Illuminating Pre-service to In-service Teacher Identity Development. Australian Journal of Teacher Education, 40 (10). [http://dx.doi.org/10.14221/ajte.2015v40n10.3](http://dx.doi.org/10.14221/ajte.2015v40n10.3) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol40/iss10/3](http://ro.ecu.edu.au/ajte/vol40/iss10/3) Metaphors as Two-way Mirrors: Illuminating Pre-service to In-service Teacher Identity Development John Buchanan University of Technology Sydney Abstract: The transition from pre-service to in-service can be difficult for teachers. One means of looking into the minds and hearts of such teachers is to elicit the metaphors they adopt for themselves. Previous studies have indicated that during this transition much of the confidence, idealism and optimism of teacher metaphors is displaced by bleak and defeatist visions. These changes are usually explained by ‘praxis shock’ – a result of unrealistic prior views of teaching and equally unrealistic workloads and challenges. This research project asks if metaphors might reveal more about pre-service teachers’ views and vulnerabilities, and help avert or mitigate problems encountered in the early years. Metaphors provided by one cohort of pre-service teachers were distinguished according to ‘locus ofpedagogy’ (student-centred or teacher-centred) and ‘degree of agency/efficacy’ in an attempt to gauge perceptions of control in the profession. The results have implications for incoming teachers, teacher educators and the profession. Introduction A candle that consumes itself to light the way for others. Teacher metaphor (source unknown) The transition from pre-service to in-service teaching can be an uncertain and confronting time (e.g. Ingersoll, 2012; Buchanan, 2011), albeit one leavened with stimulation, new experiences and possibilities. Teachers simultaneously deal with multiple challenges of pedagogy, classroom management and administration, school politics and culture. Some beginning teachers appear to be ambushed and overwhelmed by their new circumstances. This study asks why and how this might be so, and what, if any, changes in new teachers and in their profession, might ease new teachers’ entry into the profession. The study asks if metaphors elicited from pre-service teachers can be predictive, and can show the way to averting or alleviating some of the difficulties of the early years. The study draws on an illustrative example of one cohort of pre-service teachers who provided metaphors representing themselves as teachers. Encouraging teachers to explore and discuss their metaphors for teaching can offer valuable insights into what they see as important, essential or harmful to their work. This may serve as a predictor of behaviour and decision-making on teachers’ part. A study of teacher metaphors can help in understanding conditions necessary or optimal for successful ‘apprenticeship’ into fulltime teaching, such as a sense of belongingness (Johnson et al., 2014) . As such, it can inform the profession in terms of providing optimal conditions for retaining effective teachers and their effectiveness, and for enhancing teacher morale. In short, metaphors can help teachers and teacher educators look in and look out. Literature Review The Contribution of Metaphors Eliciting teachers’ metaphors for themselves as teachers sheds light on their thinking about their “self-as-teacher”(Bullough, 2001, p. 64), their “teacher ideals”(p. 49) and their profession (Bullough & Knowles, 1991) . Eren and Tekinarslan (2013) view met

FAQs

Why does the transition from pre-service to in-service teaching create difficulties for teachers?

The transition can be uncertain and confronting, with teacher metaphors often shifting from confidence and optimism to bleak, defeatist visions. These changes are commonly explained through ‘praxis shock’ caused by unrealistic prior views and demanding workloads.

How does the study use metaphors in its research?

The research elicits metaphors adopted by a cohort of pre-service teachers to examine how they view themselves and the teaching profession. Metaphors are distinguished by locus of pedagogy and by degree of agency/efficacy.

What implications does the study report for education stakeholders?

Results have implications for incoming teachers, teacher educators, and the profession by helping anticipate or mitigate problems encountered in early career teaching.

Oct 15, 2026

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