The Role of Metaphor in a New Science Teacher’s Learning from Experience

6. Conclusions

Viewing Michael’s learning in the context of the previously cited literature in which others have explored metaphors in professional learning extends our interest in the spontaneous and non-deliberate features of metaphors and in the value of documenting and analysing their significance. Tom did not teach Michael to use metaphors, nor did Michael attempt to create them. Realising that metaphors were appearing in his writing and then attending carefully to that insight encouraged and enriched Michael’s awareness of his professional learning. Michael’s willingness to pursue the conversation about metaphors after his practicum extended considerably his awareness of the changes occurring in his professional knowledge and in his understanding of how such knowledge develops. This account of Michael’s professional learning illustrates the potential value of assisting new teachers in identifying and interpreting changes in their perceptions of themselves and of those they teach. It also illustrates the power of bringing careful and deliberate attention to bear on spontaneous and non-deliberate features of learning from experience.