Document Type : Original Article
Authors
1 Department of Educational Administration, Farhangian University, Tehran, Iran.
2 Department of Psychology and Counselling, Farhangian University, P.O. Box 14665-889, Tehran, Iran
Abstract
Introduction: Education systems play a central role in shaping the development and sustainability of modern societies. In contemporary contexts, education is widely regarded as a fundamental institution for achieving social, cultural, and economic progress and for preparing human resources capable of responding to evolving societal needs. As a cornerstone of national development, the effectiveness of an education system largely depends on scientifically grounded policies, realistic planning, and decision‑making processes that are aligned with the actual needs of society. Within this framework, education contributes not only to the expansion of general literacy and the reduction of social inequalities but also to the cultivation of skilled human capital and the improvement of economic productivity. Consequently, education systems are often viewed as the backbone of society, playing a decisive role in both individual growth and broader social advancement. Within this system, teachers constitute one of the most influential and foundational elements, and the preparation of competent teachers is therefore a critical component of educational development. Understanding how student teachers perceive the teaching profession is essential, as these perceptions shape their future professional practices and identities. Conceptual metaphor theory suggests that metaphors are not merely linguistic expressions but cognitive tools through which individuals interpret abstract concepts and organize their experiences. In the context of teacher education, examining the metaphors held by student teachers can provide valuable insights into their beliefs, expectations, and understandings of the teaching profession. Although previous research has explored teachers’ beliefs and perceptions, systematic analysis of student teachers’ mental metaphors and the development of constructive alternative metaphors remain limited. Addressing this gap, the present study seeks to analyze the conceptual metaphors held by student teachers about the teaching profession and to propose alternative metaphors that may contribute to a deeper and more constructive understanding of the profession.
Methods and Data: This study adopted a qualitative approach grounded in Lakoff and Johnson’s (1980) conceptual metaphor framework. Data were collected through purposive sampling based on predetermined inclusion and exclusion criteria using semi‑structured and unstructured interviews. The participants included fourteen male student teachers and five male faculty members from Farhangian University of Ardabil. Interviews with faculty members were used as complementary data to support triangulation and enhance the credibility of the analysis. Each interview with student teachers lasted approximately 40 minutes, while interviews with faculty members lasted about 30 minutes, and data collection continued until theoretical saturation was achieved. The analysis of metaphors was conducted in three stages: identification, interpretation, and explanation. In the identification stage, metaphorical expressions within the interviews were detected, and the tension between the literal source domain and the metaphorical target domain was examined, highlighting metaphors such as gardener, artist, journey, and light. In the interpretation stage, the conceptual relationships among metaphors and their connections with social and contextual meanings were analyzed. The explanation stage focused on identifying the social factors influencing the production of these metaphors and examining their discursive, educational, and social implications. The overall aim of the study was to construct an analytical framework for interpreting student teachers’ metaphors and to propose constructive alternative metaphors that may contribute to reshaping educational perspectives.
Findings:
1. Metaphor Identification.
The identification stage focused on detecting metaphorical expressions related to the teaching profession and examining the tension between the literal source domain and the metaphorical target domain. Analysis of the interviews indicated that student teachers frequently used metaphors to conceptualize teaching, reflecting underlying cognitive perceptions of the profession. Among the identified expressions, four dominant metaphors emerged based on semantic prominence and recurrence: teacher as gardener, teacher as artist, teaching as a journey, and teacher as light. In these cases, the literal meanings of the source domains-gardening, artistic creation, travel, and illumination—were transferred to the target domain of teaching. This transfer highlights how student teachers interpret the role of teachers as nurturing growth, creatively shaping learning processes, guiding students through developmental pathways, and illuminating knowledge. The presence of semantic tension between the literal and metaphorical meanings confirmed the metaphorical nature of these expressions and revealed important cognitive representations of the teaching profession.
2. Metaphor Interpretation.
he interpretation stage examined how these metaphors reflect social meanings and interpersonal understandings of teaching. Analysis of participants’ narratives showed that each metaphor represents a particular worldview regarding the responsibilities and relationships involved in teaching. The metaphor of the teacher as a gardener emphasizes care, patience, and the gradual cultivation of students’ abilities. The metaphor of the teacher as light portrays the teacher as a source of guidance and intellectual illumination. Similarly, the teacher as an artist highlights creativity, innovation, and the design of engaging learning environments, while teaching as a journey underscores the ongoing and evolving nature of learning for both teachers and students. Alongside these positive metaphors, several critical metaphors also emerged, including teaching as a hidden treasure and the teacher as water beside dry land, which reflect perceived challenges such as limited recognition of teachers’ social value and insufficient educational support systems. These metaphors collectively reveal how student teachers construct social and professional meanings around the teaching profession.
3. Metaphor Explanation.
The explanation stage focused on identifying the broader social and discursive functions of these metaphors and the values they convey about teaching. Positive metaphors such as teacher as light, artist, gardener, and teaching as a journey portray teaching as a transformative, creative, and developmental profession that contributes to intellectual and moral growth. At the same time, negative metaphors provide critical insights into structural and contextual challenges within the educational system. The metaphor teacher as a hidden treasure suggests that teachers possess valuable knowledge and potential that often remain underrecognized or underutilized, while teacher as water beside dry land symbolizes the difficulty of achieving meaningful educational outcomes in environments lacking adequate resources and support. Together, these metaphors illustrate how student teachers interpret both the possibilities and the limitations of the teaching profession and highlight the importance of developing constructive alternative metaphors that can reshape educational perceptions and professional identities.
Discussion and Conclusion: The findings indicate that analyzing the mental metaphors of student teachers about the teaching profession provides a meaningful framework for understanding the cultural, social, and educational dimensions of teaching. Dominant metaphors such as “teacher as light,” “teacher as gardener,” “teacher as artist,” and “teaching as a journey” reflect how student teachers conceptualize the multifaceted nature of the profession. For instance, the metaphor “teacher as light” highlights the teacher’s role as a source of knowledge and guidance in the learning process, while “teacher as gardener” emphasizes nurturing students’ emotional and cognitive growth through care and continuous support. Similarly, viewing the teacher as an artist reflects the importance of creativity, flexibility, and innovation in designing engaging learning environments, whereas the metaphor of teaching as a journey underlines the dynamic and developmental nature of the profession for both teachers and learners (Saban et al. 2006; Yilmaz & Güçen, 2013).
In addition, the presence of less conventional metaphors such as “teacher as a hidden treasure” and “teacher as water beside dry land” reveals underlying perceptions about the challenges and underrecognized value of teachers within the educational system. These metaphors highlight the potential capacities of teachers that may remain overlooked due to structural limitations or insufficient support. Accordingly, introducing alternative metaphors such as “teacher as the sun in the sky” or “teacher as a boat in a vast ocean” can enrich student teachers’ perspectives and encourage more dynamic conceptualizations of the profession. Despite the limitations of the study, including the relatively small sample size and the focus on student teachers at Farhangian University, the results are consistent with previous research showing that metaphors significantly shape professional identity, perceptions of teaching roles, and educational practices (Erickson & Pinnegar, 2016). Future studies are therefore recommended to examine metaphorical perceptions across broader populations and demographic variables in order to provide deeper insights for educational policy and teacher education programs.
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