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Teachers' shifting metaphors of practice.

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Title:	Teachers' shifting metaphors of practice.
Authors:	Burke, Anne¹, Collier, Diane R.² dcollier@brocku.ca, Teye Kojo Boison, Benjamin¹
Source:	Reflective Practice. Aug2025, Vol. 26 Issue 4, p569-581. 13p.
Subject Terms:	School environment, Group identity, Teaching methods, Listening, Attitude (Psychology), Online education, Professional employee training, COVID-19 pandemic, Art, Communities of practice, Metaphor, Social change
Abstract:	Using teacher-led research practices during a unique set of teaching circumstances, this paper offers insight into teachers' shifting and evolving pedagogies, demonstrating through shifting metaphors, and elicited through arts-based research. This study investigated pandemic classroom site pivots and provides a robust and multimodal framework for understanding elementary teachers' evolving pedagogies. This case study research is situated within an inquiry-based action research cycle and highlights the impact of pandemic conditions on teachers' practices. including insight and guidance for pedagogical change over a range of sociopolitical and systemic shifts in teaching contexts. Our study focused on how our teacher-led inquiry, framed as a community of practice, built teachers' voices and reflective practices. Our research group used both teacher-created metaphors and arts-based practices as a lens into teachers' shifting pedagogies and practices. Developing pedagogies and teacher identities were articulated through processes whereby teachers learned together while teaching under pandemic restrictions, and to nimbly shift from online to in-person teaching and back again, discovering how their evolving identities enhanced the diversity of children's voices in the classroom. [ABSTRACT FROM AUTHOR]
	Copyright of Reflective Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

FullText	Text: Availability: 0
Header	DbId: ehh DbLabel: Education Research Complete An: 186911808 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0
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Items	– Name: Title Label: Title Group: Ti Data: Teachers' shifting metaphors of practice. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Burke%2C+Anne%22">Burke, Anne</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Collier%2C+Diane+R%2E%22">Collier, Diane R.</searchLink><relatesTo>2</relatesTo><i> dcollier@brocku.ca</i><br /><searchLink fieldCode="AR" term="%22Teye+Kojo+Boison%2C+Benjamin%22">Teye Kojo Boison, Benjamin</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reflective+Practice%22">Reflective Practice</searchLink>. Aug2025, Vol. 26 Issue 4, p569-581. 13p. – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br /><searchLink fieldCode="DE" term="%22Group+identity%22">Group identity</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Listening%22">Listening</searchLink><br /><searchLink fieldCode="DE" term="%22Attitude+%28Psychology%29%22">Attitude (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+employee+training%22">Professional employee training</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br /><searchLink fieldCode="DE" term="%22Art%22">Art</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+practice%22">Communities of practice</searchLink><br /><searchLink fieldCode="DE" term="%22Metaphor%22">Metaphor</searchLink><br /><searchLink fieldCode="DE" term="%22Social+change%22">Social change</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Using teacher-led research practices during a unique set of teaching circumstances, this paper offers insight into teachers' shifting and evolving pedagogies, demonstrating through shifting metaphors, and elicited through arts-based research. This study investigated pandemic classroom site pivots and provides a robust and multimodal framework for understanding elementary teachers' evolving pedagogies. This case study research is situated within an inquiry-based action research cycle and highlights the impact of pandemic conditions on teachers' practices. including insight and guidance for pedagogical change over a range of sociopolitical and systemic shifts in teaching contexts. Our study focused on how our teacher-led inquiry, framed as a community of practice, built teachers' voices and reflective practices. Our research group used both teacher-created metaphors and arts-based practices as a lens into teachers' shifting pedagogies and practices. Developing pedagogies and teacher identities were articulated through processes whereby teachers learned together while teaching under pandemic restrictions, and to nimbly shift from online to in-person teaching and back again, discovering how their evolving identities enhanced the diversity of children's voices in the classroom. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reflective Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo	BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/14623943.2025.2494308 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 569 Subjects: – SubjectFull: School environment Type: general – SubjectFull: Group identity Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Listening Type: general – SubjectFull: Attitude (Psychology) Type: general – SubjectFull: Online education Type: general – SubjectFull: Professional employee training Type: general – SubjectFull: COVID-19 pandemic Type: general – SubjectFull: Art Type: general – SubjectFull: Communities of practice Type: general – SubjectFull: Metaphor Type: general – SubjectFull: Social change Type: general Titles: – TitleFull: Teachers' shifting metaphors of practice. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Burke, Anne – PersonEntity: Name: NameFull: Collier, Diane R. – PersonEntity: Name: NameFull: Teye Kojo Boison, Benjamin IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 14623943 Numbering: – Type: volume Value: 26 – Type: issue Value: 4 Titles: – TitleFull: Reflective Practice Type: main
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