Preservice teachers’ conceptual metaphors on the lesson planning process




conceptual metaphor, teacher candidates, lesson planning, content analysis, Cognitive Linguistics


The aim of this qualitative research is to analyze teacher candidates’ views on lesson planning. The theoretical framework is based on conceptual metaphors as they are understood by Cognitive Linguistics. A written prompt instrument was created to trigger the production of metaphoric expressions. The instrument was run on 125 fifth year teacher candidates from English Language Teaching Programs in three Chilean universities. The data were analyzed through content analysis to elicit metaphors from the data. Six conceptual metaphor categories were defined to mainly describe lesson planning as a help for the teaching and learning process.

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Author Biographies

Paola Alarcón-Hernández, University of Concepción

Profesora asociada del Departamento de Español, Facultad de Humanidades y Arte. 

Claudio Díaz-Larenas, University of Concepción

Profesor asociado del Departamento de Currículum e Instrucción, Facultad de Educación y jefe de la Unidad de Investigación y Desarrollo Docente (UnIDD) de la Dirección de Docencia.

Víctor Vásquez-Bustos, University of Concepción

Maestrando en Lingüística Aplicada, Universidad de Concepción. Profesor de Español, Universidad de Concepción, Chile

Carolina Venegas-Carrasco, University of Concepción

Psicóloga. Profesora asistente, Departamento de Salud Pública, Facultad de Medicina. 


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How to Cite

Alarcón-Hernández, P., Díaz-Larenas, C., Vásquez-Bustos, V., & Venegas-Carrasco, C. (2018). Preservice teachers’ conceptual metaphors on the lesson planning process. Íkala, Revista De Lenguaje Y Cultura, 23(1), 65–81.

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