HOW IMAGES OF TEACHING CHANGE WITH EXPERT ISE - A COMPARATIVE-STUDY OF METAPHORS ABOUT CLASSROOM

In order to investigate how images of teaching change in the course of expertise, experienced teachers, novice teachers, students who took t eacher education courses at the university, and students who didn't ta ke them were compared on metaphor-making tasks. They were asked to mak e metaphors on 3 topics : ''Lesson, Teacher and Teaching'', Both teach ers and students made almost the same amount of metaphors, In the cont ents of the metaphors, however, there were some differences between th em. Many students had images of teaching as transmission and routine w ork, and of teacher as teller. On the contrary, many expert teachers h ad images of teaching as joint construction with pupils and managing u npredictable situations, and of teacher as helper and supporter. These results suggested that students had explicit preconceptions about tea ching before becoming teachers and their images of teaching changed wi th expertise.