Amany Saleh

Clashing metaphors about classroom teachers: toward a systematic typology for the language teaching field

Abstract This article explores the uses of metaphor to express various perspectives about the concept of “teacher”. The metaphors came from student-written and teacher-composed narratives, interviews, articles and texts by education theorists and methodologists. A variety of metaphors emerged to describe teachers, especially language teachers, such as Teacher as Conduit, Teacher as Nurturer and Teacher as Competitor. This article exhibits different, often contradictory metaphors held about teachers, organizes them according to four major philosophical viewpoints, and shows how language teaching methods relate to these metaphors. Identifying and fully understanding these contrasting views can heighten “perspective-consciousness”, increase tolerance and understanding, and make the language classroom a more welcoming environment for students and teachers alike. Metaphor is the omnipresent principle of language. We cannot get through three sentences of ordinary discourse without it. ( Richards, 1936 )

The Effects of an Alternative Model of Student Teaching Supervision on Clinical Master Teachers

Abstract Traditionally, student teaching programs have used a triad supervision model that involves the student teacher, the school-based cooperating teacher, and the university-based supervisor. However, the professional literature recognizes deficiencies in this model. This article describes an alternative model to supervision that teams Clinical Master Teachers who combine the traditional roles of the cooperating teacher and the college supervisor. Specifically, this article will examine four secondary teachers as they participated in their first year of the program and the changes these teachers made in their supervision.