Visual metaphors and metonymies in pre-service teachers’ reflections: Beliefs and experiences in the learning and teaching of writing

• Published in: Teaching and teacher education Vol. 122; p. 103971
• Main Authors: Birello, Marilisa, Pujolà, Joan-Tomàs
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.02.2023
• Subjects: Metacognitive reflection; Teacher beliefs; Teacher education; Teaching of writing; Visual metaphor; Visual metonymy; Metacognitive reflection; Visual metonymy; Teacher education; Teacher beliefs; Visual metaphor; Teaching of writing
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2022.103971

This study focuses on visual metaphors and metonymies in a Catalan teacher education context and analyses how 143 pre-service teachers use them when reflecting on the learning and teaching of writing in a blog post. The results of a thematic analysis show that pre-service teachers use visual metonymies and metaphors to help them think metacognitively about their learning experiences and become aware of their own beliefs. Visual metonymies are more frequent and are used as decorative illustrations in relation to the reflective text. In contrast, visual metaphors are less frequent but allow for deeper conceptualisation of pre-service teachers' beliefs. [Display omitted] •Visual metaphors and metonymies are analysed to understand their function in pre-service teachers' reflective writing.•Visual metonymies have a decorative function and reveal affective attitudes.•Visual metaphors have an evocative power that pre-service teachers must develop in their written reflections.•Visual metonymies help to narrate learning experiences, while visual metaphors allow for deeper conceptualisation of beliefs.