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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.",{"@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/metaphors-as-two-way-mirrors-issue-10-illuminating-preservice-to-in-service-teacher-identity-development/593676/",{"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/metaphors-as-two-way-mirrors-issue-10-illuminating-preservice-to-in-service-teacher-identity-development/593676.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the transition from pre-service to in-service teaching create difficulties for teachers?","Question",{"text":112,"@type":113},"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.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study use metaphors in its research?",{"text":117,"@type":113},"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.",{"name":119,"@type":110,"acceptedAnswer":120},"What implications does the study report for education stakeholders?",{"text":121,"@type":113},"Results have implications for incoming teachers, teacher educators, and the profession by helping anticipate or mitigate problems encountered in early career teaching.","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},593676,1792165970,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 40 | Issue 10 | Article 3 |\n| --- | --- |\n\n2015  \nMetaphors as Two-way Mirrors: Illuminating Preservice to In-service Teacher Identity Development  \nJohn Buchanan  \nUniversity of Technology Sydney, [john.buchanan@uts.edu.au](john.buchanan@uts.edu.au)  \nRecommended Citation  \nBuchanan, J. (2015). Metaphors as Two-way Mirrors: Illuminating Pre-service to In-service Teacher Identity Development. Australian Journal of Teacher Education, 40 (10).  \n[http://dx.doi.org/10.14221/ajte.2015v40n10.3](http://dx.doi.org/10.14221/ajte.2015v40n10.3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol40/iss10/3](http://ro.ecu.edu.au/ajte/vol40/iss10/3)  \nMetaphors as Two-way Mirrors: Illuminating Pre-service to In-service  \nTeacher Identity Development  \nJohn Buchanan  \nUniversity of Technology Sydney  \nAbstract: 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.  \nThese changes are usually explained by ‘praxis shock’ – a result of  \nunrealistic prior views of teaching and equally unrealistic workloads and  \nchallenges. This research project asks if metaphors might reveal more  \nabout pre-service teachers’ views and vulnerabilities, and help avert or  \nmitigate problems encountered in the early years. Metaphors provided by one cohort of pre-service teachers were distinguished according to ‘locus  \nofpedagogy’ (student-centred or teacher-centred) and ‘degree of  \nagency/efficacy’ in an attempt to gauge perceptions of control in the  \nprofession. The results have implications for incoming teachers, teacher  \neducators and the profession.  \nIntroduction  \nA candle that consumes itself to light the way for others.  \nTeacher metaphor (source unknown)  \nThe 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.  \nEncouraging 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  \nprofession 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.  \nLiterature Review  \nThe Contribution of Metaphors  \nEliciting 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","cbCaije9X9TgARoJ","https://ap.wps.com/l/cbCaije9X9TgARoJ","pdf",818013,"English","# Introduction\n## Literature Review\n# The Contribution of Metaphors\n## Metaphors as windows into teachers’ thinking\n# Encouraging metaphor exploration","[{\"question\":\"Why does the transition from pre-service to in-service teaching create difficulties for teachers?\",\"answer\":\"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.\"},{\"question\":\"How does the study use metaphors in its research?\",\"answer\":\"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.\"},{\"question\":\"What implications does the study report for education stakeholders?\",\"answer\":\"Results have implications for incoming teachers, teacher educators, and the profession by helping anticipate or mitigate problems encountered in early career teaching.\"}]","Metaphors as Two-way Mirrors - Issue 10 - Illuminating Preservice to In-service Teacher Identity Development | PDF",1792077697,48]