Preservice teachers’ conceptual metaphors on the lesson planning process

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

Abstract

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

Profesor de Español.

Carolina Venegas-Carrasco, University of Concepción

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

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Published
2018-02-12
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, 23(1), 65-81. https://doi.org/10.17533/udea.ikala.v23n01a06
Section
Empirical Studies