Eliciting metaphors from narratives of collaboration experiences with teachers in writing a textbook
Collaboration of teacher educators with school teachers in developing lesson materials is paramount for professional development. A burgeoning of research on educator-teacher collaboration in writing a textbook, for instance, has existed; however, there is little attention to the narratives on the c...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Universitas Syiah Kuala
2022-05-01
|
| Series: | Studies in English Language and Education |
| Subjects: | |
| Online Access: | https://jurnal.usk.ac.id/SiELE/article/view/23282 |
| _version_ | 1828039483013988352 |
|---|---|
| author | Jarjani Usman Mawardi Mawardi |
| author_facet | Jarjani Usman Mawardi Mawardi |
| author_sort | Jarjani Usman |
| collection | DOAJ |
| description | Collaboration of teacher educators with school teachers in developing lesson materials is paramount for professional development. A burgeoning of research on educator-teacher collaboration in writing a textbook, for instance, has existed; however, there is little attention to the narratives on the collaborators’ experiences through the metaphorical lens. Telling stories about collaborative experiences through the metaphorical lens can help understand the complexity of phenomena because thoughts are implicit and difficult to express. This study attempted to fill the void by analyzing the experiences of partnering with English teachers in developing the textbook of classroom action research (CAR). It involved stories of the researchers upon their collaborative writing experiences working with twelve primary school teachers in Aceh, Indonesia. In analyzing the collaborators’ experiences, this study drew upon Lakoff and Johnson’s Conceptual Metaphor Theory (CMT). Analyses of the collaborators’ stories upon their experiences generated four primary implicit metaphors that represent acquisition metaphors rather than participation metaphors, such as ‘collaborative writing is listening to the trainers’, ‘collaborating teachers as the trainees’, ‘university collaborators as the experts’, and ‘product is more important than the process’. The findings offer insights into the importance of reflecting on the experiences and generating metaphors to make sense of roles played by collaborating teachers and lecturers involved in a collaborative project. |
| first_indexed | 2024-04-10T16:41:42Z |
| format | Article |
| id | doaj.art-f99ccf19f9f644518118e9c72eae8a76 |
| institution | Directory Open Access Journal |
| issn | 2355-2794 2461-0275 |
| language | English |
| last_indexed | 2024-04-10T16:41:42Z |
| publishDate | 2022-05-01 |
| publisher | Universitas Syiah Kuala |
| record_format | Article |
| series | Studies in English Language and Education |
| spelling | doaj.art-f99ccf19f9f644518118e9c72eae8a762023-02-08T06:42:08ZengUniversitas Syiah KualaStudies in English Language and Education2355-27942461-02752022-05-019287088510.24815/siele.v9i2.2328214260Eliciting metaphors from narratives of collaboration experiences with teachers in writing a textbookJarjani Usman0Mawardi Mawardi1Universitas Islam Negeri Ar-RaniryUniversitas Islam Negeri Ar-RaniryCollaboration of teacher educators with school teachers in developing lesson materials is paramount for professional development. A burgeoning of research on educator-teacher collaboration in writing a textbook, for instance, has existed; however, there is little attention to the narratives on the collaborators’ experiences through the metaphorical lens. Telling stories about collaborative experiences through the metaphorical lens can help understand the complexity of phenomena because thoughts are implicit and difficult to express. This study attempted to fill the void by analyzing the experiences of partnering with English teachers in developing the textbook of classroom action research (CAR). It involved stories of the researchers upon their collaborative writing experiences working with twelve primary school teachers in Aceh, Indonesia. In analyzing the collaborators’ experiences, this study drew upon Lakoff and Johnson’s Conceptual Metaphor Theory (CMT). Analyses of the collaborators’ stories upon their experiences generated four primary implicit metaphors that represent acquisition metaphors rather than participation metaphors, such as ‘collaborative writing is listening to the trainers’, ‘collaborating teachers as the trainees’, ‘university collaborators as the experts’, and ‘product is more important than the process’. The findings offer insights into the importance of reflecting on the experiences and generating metaphors to make sense of roles played by collaborating teachers and lecturers involved in a collaborative project.https://jurnal.usk.ac.id/SiELE/article/view/23282collaborative writingmetaphorself-reflectionteacher educator-teacher partnership |
| spellingShingle | Jarjani Usman Mawardi Mawardi Eliciting metaphors from narratives of collaboration experiences with teachers in writing a textbook Studies in English Language and Education collaborative writing metaphor self-reflection teacher educator-teacher partnership |
| title | Eliciting metaphors from narratives of collaboration experiences with teachers in writing a textbook |
| title_full | Eliciting metaphors from narratives of collaboration experiences with teachers in writing a textbook |
| title_fullStr | Eliciting metaphors from narratives of collaboration experiences with teachers in writing a textbook |
| title_full_unstemmed | Eliciting metaphors from narratives of collaboration experiences with teachers in writing a textbook |
| title_short | Eliciting metaphors from narratives of collaboration experiences with teachers in writing a textbook |
| title_sort | eliciting metaphors from narratives of collaboration experiences with teachers in writing a textbook |
| topic | collaborative writing metaphor self-reflection teacher educator-teacher partnership |
| url | https://jurnal.usk.ac.id/SiELE/article/view/23282 |
| work_keys_str_mv | AT jarjaniusman elicitingmetaphorsfromnarrativesofcollaborationexperienceswithteachersinwritingatextbook AT mawardimawardi elicitingmetaphorsfromnarrativesofcollaborationexperienceswithteachersinwritingatextbook |