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Teacher Education  \n\n| Volume 43 | Issue 10 | Article 4 |\n| --- | --- |\n| 2018\u003Cbr>Professional Knowledge Landscapes in Online Preservice Teacher Education: An Exploration through Metaphor\u003Cbr>Frances Quinn\u003Cbr>University of New England, Armidale, Australia, [fquinn@une.edu.au](fquinn@une.edu.au)\u003Cbr>Jennifer Charteris\u003Cbr>University of New England, Armidale, Australia, [jcharte5@une.edu.au](jcharte5@une.edu.au)\u003Cbr>Peter Fletcher\u003Cbr>University of New England, Armidale, Australia, [pfletch2@une.edu.au](pfletch2@une.edu.au)\u003Cbr>Mitchell Parkes\u003Cbr>University of New England, Armidale, Australia, [mparkes2@une.edu.au](mparkes2@une.edu.au)\u003Cbr>Vicente Reyes\u003Cbr>The University of Queensland, Brisbane, Australia, vicente.reyes@uq.edu.au |  |\n\nRecommended Citation  \nQuinn, F., Charteris, J., Fletcher, P., Parkes, M., & Reyes, V. (2018). Professional Knowledge Landscapes in Online Pre-service Teacher Education: An Exploration through Metaphor. Australian Journal of Teacher Education, 43 (10).  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol43/iss10/4](https://ro.ecu.edu.au/ajte/vol43/iss10/4)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol43/iss10/4](https://ro.ecu.edu.au/ajte/vol43/iss10/4)  \nAustralian Journal of Teacher Education  \nProfessional Knowledge Landscapes in Online Pre-service Teacher Education: An Exploration through Metaphor  \nFrances Quinn  \nJennifer Charteris  \nPeter Fletcher  \nMitchell Parkes  \nUniversity of New England  \nVicente Reyes  \nThe University of Queensland  \nAbstract: This paper explores metaphors as a process of professional  \nlearning, and as a research method to interrogate professional  \nknowledge landscapes (PKLs) within the flexible space and time of  \nonline pre-service teacher education. The methodology comprised  \nfive pre-service teacher educators with different disciplinary areas of  \nresponsibility engaging in metaphorical analysis of our teaching  \nwork. We found that the metaphors that frame our e-pedagogy are  \nmultiple, reflecting a range of theoretical positions and objects of our  \nteaching work, sometimes internally contradictory notions of  \neducation and e-learning, and the complexities of our individual and  \ncollective PKLs. We argue that it is crucial in the context of pre  \nservice teacher education to explicitly examine our own metaphors  \nand reflect on the ways that our metaphors might influence pre  \nservice teachers’ subsequent teaching practice. In addition, teacher  \neducators can exploit the spatio/temporal freedom afforded by the  \nporous border between the inside of our online environments and  \ntheir outside worlds to consciously and deliberately consider the  \nmetaphors that they adopt to inform their pedagogical choices, and  \navoid uncritically perpetuating problematic metaphors of teaching  \npractice.  \nIntroduction  \nIn this article we use metaphors to explore the different approaches and views of five teacher educators in the context of online pre-service teacher education. We seek to understand how metaphors can be used to surface otherwise tacit aspects of our “professional knowledge landscapes”(PKL) and illustrate our e-pedagogy in relation to “space, time and place”(Clandinin & Connolly, 1996, p. 25) . Through this investigation we seek to further understand and enhance the potential impact of our individual and collective metaphors on our pre-service teacher education practice, and contribute to the existing knowledge base on the utility of metaphors as a research method for exploring the PKLs of online teacher education.  \nWe commence with a brief account of the distinctive nature of our university epedagogy context, followed by a discussion of the concept of PKLs and how metaphors can help us to interrogate PKLs and frame pedagogical approaches to learning in higher education. We then describe the discursive process that led spontaneously to our sharing of  \nVol 43, 10, October 2018 60  \nAustralian Journal of","cbCaihnD4IKm3MuU","https://ap.wps.com/l/cbCaihnD4IKm3MuU","pdf",294145,22,"English","# Abstract\n# Introduction\n# Context of e-pedagogy\n# Professional Knowledge Landscapes","[{\"question\":\"How does the paper use metaphors in online pre-service teacher education?\",\"answer\":\"It uses metaphors as a process of professional learning and as a research method to interrogate professional knowledge landscapes shaped by the online context’s flexible space and time.\"},{\"question\":\"What methodology did the authors employ?\",\"answer\":\"Five pre-service teacher educators with different disciplinary areas of responsibility performed metaphorical analysis of their teaching work and shared a discursive process that became a formal research methodology.\"},{\"question\":\"What main findings emerged from the metaphor analysis?\",\"answer\":\"The analysis produced multiple metaphors framing e-pedagogy, reflecting varied theoretical positions, teaching objects, and complex professional knowledge landscapes that can include internally contradictory notions.\"},{\"question\":\"Why do the authors emphasize examining educators’ own metaphors?\",\"answer\":\"They argue that explicitly examining educators’ metaphors and reflecting on their influence helps prevent uncritical perpetuation of problematic teaching-practice metaphors and supports more informed pedagogical choices.\"}]","Professional Knowledge Landscapes in Online Pre-service Teacher Education - An Exploration through Metaphor | PDF",1792078000,55]