The emotional metaphors of Prospective Childhood, Primary, and Psychopedagogy Teachers
Abstract This study analyzes the personal metaphors related to emotions of students in the first year of Maestro degree studies, and students of Psychopedagogy degree in the last year, from the Faculty of Education of Badajoz. The sample comes from 35 students of Maestro degree of Childhood Education, 50 students of Maestro degree of Primary Education, and 46 students of Psychopedagogy degree, during the year 2010/2011 where he raised two open questions. In research conducted metaphors in the four categories of Leavy, McSorley and Boté (2007): transmissive/ behavioral, cognitive/constructivist, situated and self-referential.The results indicate that most of the prospective teachers were able to conceptualize their roles in the form of metaphors. The greatest number of metaphors expressed by the prospective primary and childhood teacher, belonged to the behaviourist/transmissive category, followed by the cognitivist/constructivist, self-referential, and situative categories. However the psychopedagogy group, expressed the same number of metaphors in the categories behaviourist/transmissive and cognitivist/constructivist, followed by the situative and self-referential categories. In emotional metaphors the result is very different: The greatest number of emotional metaphors expressed by the three groups belonged to the cognitivist/constructivist category, especially in prospective primary and childhood teacher, followed by the self-referential category, with fewer in the behaviourist/transmissive and situative categories. For preservice teachers, reflecting on their own metaphors, both cognitive and emotional ones, can be a powerful tool to conceptualize their ideas, attitudes, emotions and teaching roles and to initiate changes in them.
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Alarcón, P. y Díaz, C. (2014). El rol de la dinámica de fuerzas en la construcción reflexiva formal pasarse + dativo. Sintagma, 26, 7-21.
Alarcón, P.; Díaz, C.; Tagle, T.; Ramos, L. y Quintana, M. (2014). Metáforas para profesor y estudiante de pedagogía en un grupo de estudiantes de pedagogía chilenos. Revista Electrónica Actualidades Investigativas en Educación, 14 (2), 1-31.
Ben-Peretz, M.; Mendelson, N. y Kron, F. W. (2003). How teachers in different educational contexts view their roles. Teaching and Teacher Education, 19 (2), 277-290.
http://dx.doi.org/10.1016/S0742-051X(02)00100-2
Bisquerra, R. (2000). Educación emocional y bienestar. Barcelona: Praxis-Wolters Kluwer.
Borrachero, A. B.; Brígido, M.; Mellado, L.; Costillo, E. y Mellado, V. (2014). Emotions in prospective secondary teachers when teaching science content, distinguishing by gender. Research in Science & Technological Education, 32 (2), 182-215.
http://dx.doi.org/10.1080/02635143.2014.909800
Boujaoude, S. (2000). Conceptions of science teaching revealed by metaphors and answers to open-ended questions. Journal of Science Teacher Education, 11 (2), 173-186.
http://dx.doi.org/10.1023/A:1009477010693
Brígido, M.; Borrachero, A. B.; Bermejo, M. L. y Mellado, V. (2013). Prospective primary teachers' self-efficacy and emotions in science teaching. European Journal of Teacher Education, 36 (2), 200-217.
http://dx.doi.org/10.1080/02619768.2012.686993
Buaraphan, K. (2011). Metaphorical roots of beliefs about teaching and learning science and their modifications in the standard based science teacher preparation programme. International Journal of Science Education, 33 (11), 1571-1595.
http://dx.doi.org/10.1080/09500693.2010.528462
Bullough, R. V. Jr. (1992). Beginning teacher curriculum decisión making, personal teaching metaphors, and teacher education. Teaching and Teacher Education, 8 (3), 239-252.
http://dx.doi.org/10.1016/0742-051X(92)90023-V
Bullough, R. V. Jr. (2010). Parables, storytelling, and teacher education. Journal of Teacher Education, 61 (1-2), 153-160.
http://dx.doi.org/10.1177/0022487109346971
Cassel, D. y Vincent, D. (2011). Metaphors reveal preservice elementary teachers' views of mathematics and science teaching. School Science and Mathematics, 111 (7), 319-324.
http://dx.doi.org/10.1111/j.1949-8594.2011.00094.x
Damasio, A. (2010). Y el cerebro creó al hombre. Barcelona: Editorial Destino.
De Bustos, E. (2000). La metáfora. Ensayos Transdisciplinares. Madrid: Fondo de Cultura Económica.
Díaz, J. L. y Flores, E. O. (2001). La estructura de la emoción humana: Un modelo cromático del sistema afectivo. Salud Mental, 24 (4), 20-35.
Duffé, A. L. (2004). Reflexiones psicolingüísticas y didácticas sobre el estudio de metáforas y modismos. Didáctica (Lengua y Literatura), 16, 33-44.
Fernández-Abascal, E.; Martín, M. y Domínguez, J. (2001). Procesos psicológicos. Madrid: Ediciones Pirámide.
Fuller, F. F. y Brown, O. H. (1975). Becoming a teacher. Enk. Ryan (Ed.). Teacher Education. Chicago: University of Chicago Press.
García, C. B.; Melero, M. P. T. y Salas, A. V. (2005). La Inteligencia Emocional en alumnos de Magisterio: La percepción y comprensión de los sentimientos y las emociones. Revista Interuniversitaria de Formación del Profesorado, 54, 169-194.
Goleman, D. (1996). Inteligencia emocional. Barcelona: Kairós.
Gosselin, C. y Meixner, E. (2015). Blank Canvas and Glass Ceiling: Using Visual Metaphors and Narratives to Examine Preservice Teacher Development. Multicultural Perspectives, 17 (2), 73-80.
http://dx.doi.org/10.1080/15210960.2015.1022445
Gurney, B. F. (1995). Tugboats and tennis games: Preservice conceptions of teaching and learning revealed through metaphors. Journal of Research in Science Teaching, 32 (6), 569-583.
http://dx.doi.org/10.1002/tea.3660320605
Gutiérrez, P. y Luengo, R. (2003). Orientación vocacional y género. Campo Abierto, 23 (1), 85-98.
Hong, J. Y. (2010). Pre-service and beginning teachers' professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26 (8), 1530-1543.
http://dx.doi.org/10.1016/j.tate.2010.06.003
Korthagen, F. A, (2010). La práctica, la teoría y la persona en la formación del profesorado. Revista Interuniversitaria de Formación del Profesorado, 68, 83-101.
Lakoff, G. y Johnson, M. (1986). Metáforas de la vida cotidiana. Madrid: Cátedra.
Lantolf, J. P. y Bobrova, L. (2014). Metaphor instruction in the L2 Spanish classroom: theoretical argument and pedagogical program. Journal of Spanish Language Teaching, 1 (1), 46-61.
http://dx.doi.org/10.1080/23247797.2014.898515
Leavy, A. M.; McSorley, F. A. y Boté, L. A. (2007). An examination of what metaphor construction reveals about the evolution of preservice teachers' beliefs about teaching and learning. Teaching and Teacher Education, 23, 1217-1233.
http://dx.doi.org/10.1016/j.tate.2006.07.016
López, A. M. M.; Barba, Á. V. y Díez, S. G. (2013). El registro de la emoción en el cuerpo, autoconocimiento y formación del profesorado. Revista Electrónica Interuniversitaria de Formación del Profesorado, 16 (2), 135-145.
López-Luengo, M. A.; Torrigo-Egido, L. M. y Vallés-Rapp, C. (2015). Qué metáforas personales definen al profesorado de Educación Infantil en formación. reice. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 13 (3), 37-56.
Lorsbach, A. W.; Tobin, K.; Briscoe, C. y Lamaster, S. U. (1992). An interpretation of assesment methods in middle school science. International Journal of Science Education, 14 (3), 305-317.
http://dx.doi.org/10.1080/0950069920140307
Mahlios, M.; Massengill-Shaw, D. y Barry, A. (2010). Making sense of teaching through metaphors: a review across three studies. Teachers and Teaching: Theory and Practice, 16 (1), 49-71.
http://dx.doi.org/10.1080/13540600903475645
Marcos, F. (1993). Diccionario básico de recursos expresivos. Badajoz: Universitas Editorial.
Martínez, M. A.; Sauleda, N. y Huber, G. H. (2001). Metaphors as blueprints of thinking about teaching and learning. Teaching and Teacher Education, 17 (8), 965-977.
http://dx.doi.org/10.1016/S0742-051X(01)00043-9
Mellado, L.; Bermejo, M. L.; Fajardo, M. I. y Borrachero, A. B. (2013). Las metáforas emocionales de los estudiantes de educación primaria y educación infantil. International Journal of Development and Educational Psychology, 1 (1), 281-289.
Mellado, L.; Bermejo, M. L. y Mellado, V. (2012). Personal metaphors of prospective secondary economics and science teachers. Asia Pacific Journal of Teacher Education, 40 (4), 395-408.
http://dx.doi.org/10.1080/1359866X.2012.724658
Mellado, L.; Luengo, M. R.; De la Monta-a, J. L.; Borrachero, A. B. y Bermejo, M. L. (2014). Las metáforas emocionales de estudiantes de Psicopedagogía sobre el profesor y el aprendizaje. Campo Abierto, 33 (1), 153-170.
Rebollo, M. A.; García, R.; Barragán, R., Buzón, O. y Vega, L. (2008). Las emociones en el aprendizaje online. Relieve, 14 (1).
Rebollo, M. A.; Jiménez, R.; Sabuco, A. y Vega, L. (2013). Metáforas que usan las profesoras en los procesos de cambio educativo con perspectiva de género. Profesorado: Revista de Currículum y Formación del Profesorado, 17 (1), 43-56.
Repetto, E. R. y Pérez-González, J. C. (2007). Formación en competencias socioemocionales a través de las prácticas en empresas. Revista Europea de Formación Profesional, 40, 92-112.
Ritchie, S. M. (1994). Metaphor as a tool for constructivist science teaching. International Journal of Science Education, 16 (3), 293-303.
http://dx.doi.org/10.1080/0950069940160304
Ritchie, S. M.; Aubusson, P. J. y Harrison, A. G. (2006). Metaphorically thinking, En P. J. Aubusson, A. G. Harrison y S. T. Ritchie (Eds.). Metaphor and analogy in science education (pp. 189-195). Dordrecht: Springer.
Russell, T. y Hrycenko, M. (2006). The role of Metaphor in a new science teacher's learning from experience. En P. J. Aubusson, A. G. Harrison y S. T. Ritchie (Eds.). Metaphor and analogy in science education (pp. 131-142). Dordrecht: Springer.
http://dx.doi.org/10.1007/1-4020-3830-5_11
Saban, A. (2010). Prospective teachers' metaphorical conceptualizations of learner. Teaching and Teacher Education, 26 (2), 290-305.
http://dx.doi.org/10.1016/j.tate.2009.03.017
Seung, E.; Park, S. y Narayan, R. (2011). Exploring elementary pre-service teachers' beliefs about science teaching and learning as revealed in their metaphor writing. Journal of Science Education and Technology, 20 (6), 703-714.
http://dx.doi.org/10.1007/s10956-010-9263-2
Shaw, D. M.; Barry, A. y Mahlios, M. (2008). Preservice teachers' metaphors of teaching in relation to literacy beliefs. Teachers and Teaching. Theory and Practice, 14 (1), 35-50.
http://dx.doi.org/10.1080/13540600701837632
Sillmam, K. y Dana, T. M. (2001). Metaphor: a tool for promoting prospective elementary teachers' participation in science teacher learning community. Journal of Science Teacher Education, 12 (2), 87-106.
http://dx.doi.org/10.1023/A:1016666504079
Tannehill, D. y MacPhail, A. (2014). What examining teaching metaphors tells us about pre-service teachers' developing beliefs about teaching and learning. Physical Education and Sport Pedagogy, 19 (2), 149-163.
http://dx.doi.org/10.1080/17408989.2012.732056
Thomas, L. C. y Beauchamp, C. (2011). Understanding new teachers' professional identities through metaphor. Teaching and Teacher Education, 27 (4), 762-769.
http://dx.doi.org/10.1016/j.tate.2010.12.007
Tobin, K. (2012). Sociocultural perspectives on science education. En B. J. Fraser, K. Tobin y C. J. McRobbie (Eds.). Second International Handbook of Science Education (pp. 3-17). Dordrecht: Springer.
http://dx.doi.org/10.1007/978-1-4020-9041-7_1
Tobin, K. y Tippins, D. J. (1996). Metaphors as seeds for conceptual change and the improvement of science education. Science Education, 80 (6), 711-730.
http://dx.doi.org/10.1002/(SICI)1098-237X(199611)80:6<711::AID-SCE5>3.0.CO;2-M
Tobin, K.; Tippins, D. J. y Gallard, A. J. (1994). Research on instructional strategies for teaching science. En D. Gabel (Ed.). Handbook of Research on Science Teaching and Learning (pp. 3-44). New York: MacMillan.
Treagust, D. F. y Harrison, A. G. (2000). In search of explanatory frameworks: an analysis of Richard Feynman's lecture «Atoms in motions». International Journal of Science Education, 22 (11), 1157-1170.
http://dx.doi.org/10.1080/09500690050166733
Zembylas, M. (2004). Emotion metaphors and emotional labor in science teaching. Science Education, 88 (3), 301-324.
http://dx.doi.org/10.1002/sce.10116
Zhao, H.; Coombs, S. y Zhou, X. (2011). Developing professional knowledge about teachers through metaphor research: facilitating a process of change. Teacher Development, 14 (3), 381-395.
http://dx.doi.org/10.1080/13664530.2010.504024
Alarcón, P.; Díaz, C.; Tagle, T.; Ramos, L. y Quintana, M. (2014). Metáforas para profesor y estudiante de pedagogía en un grupo de estudiantes de pedagogía chilenos. Revista Electrónica Actualidades Investigativas en Educación, 14 (2), 1-31.
Ben-Peretz, M.; Mendelson, N. y Kron, F. W. (2003). How teachers in different educational contexts view their roles. Teaching and Teacher Education, 19 (2), 277-290.
http://dx.doi.org/10.1016/S0742-051X(02)00100-2
Bisquerra, R. (2000). Educación emocional y bienestar. Barcelona: Praxis-Wolters Kluwer.
Borrachero, A. B.; Brígido, M.; Mellado, L.; Costillo, E. y Mellado, V. (2014). Emotions in prospective secondary teachers when teaching science content, distinguishing by gender. Research in Science & Technological Education, 32 (2), 182-215.
http://dx.doi.org/10.1080/02635143.2014.909800
Boujaoude, S. (2000). Conceptions of science teaching revealed by metaphors and answers to open-ended questions. Journal of Science Teacher Education, 11 (2), 173-186.
http://dx.doi.org/10.1023/A:1009477010693
Brígido, M.; Borrachero, A. B.; Bermejo, M. L. y Mellado, V. (2013). Prospective primary teachers' self-efficacy and emotions in science teaching. European Journal of Teacher Education, 36 (2), 200-217.
http://dx.doi.org/10.1080/02619768.2012.686993
Buaraphan, K. (2011). Metaphorical roots of beliefs about teaching and learning science and their modifications in the standard based science teacher preparation programme. International Journal of Science Education, 33 (11), 1571-1595.
http://dx.doi.org/10.1080/09500693.2010.528462
Bullough, R. V. Jr. (1992). Beginning teacher curriculum decisión making, personal teaching metaphors, and teacher education. Teaching and Teacher Education, 8 (3), 239-252.
http://dx.doi.org/10.1016/0742-051X(92)90023-V
Bullough, R. V. Jr. (2010). Parables, storytelling, and teacher education. Journal of Teacher Education, 61 (1-2), 153-160.
http://dx.doi.org/10.1177/0022487109346971
Cassel, D. y Vincent, D. (2011). Metaphors reveal preservice elementary teachers' views of mathematics and science teaching. School Science and Mathematics, 111 (7), 319-324.
http://dx.doi.org/10.1111/j.1949-8594.2011.00094.x
Damasio, A. (2010). Y el cerebro creó al hombre. Barcelona: Editorial Destino.
De Bustos, E. (2000). La metáfora. Ensayos Transdisciplinares. Madrid: Fondo de Cultura Económica.
Díaz, J. L. y Flores, E. O. (2001). La estructura de la emoción humana: Un modelo cromático del sistema afectivo. Salud Mental, 24 (4), 20-35.
Duffé, A. L. (2004). Reflexiones psicolingüísticas y didácticas sobre el estudio de metáforas y modismos. Didáctica (Lengua y Literatura), 16, 33-44.
Fernández-Abascal, E.; Martín, M. y Domínguez, J. (2001). Procesos psicológicos. Madrid: Ediciones Pirámide.
Fuller, F. F. y Brown, O. H. (1975). Becoming a teacher. Enk. Ryan (Ed.). Teacher Education. Chicago: University of Chicago Press.
García, C. B.; Melero, M. P. T. y Salas, A. V. (2005). La Inteligencia Emocional en alumnos de Magisterio: La percepción y comprensión de los sentimientos y las emociones. Revista Interuniversitaria de Formación del Profesorado, 54, 169-194.
Goleman, D. (1996). Inteligencia emocional. Barcelona: Kairós.
Gosselin, C. y Meixner, E. (2015). Blank Canvas and Glass Ceiling: Using Visual Metaphors and Narratives to Examine Preservice Teacher Development. Multicultural Perspectives, 17 (2), 73-80.
http://dx.doi.org/10.1080/15210960.2015.1022445
Gurney, B. F. (1995). Tugboats and tennis games: Preservice conceptions of teaching and learning revealed through metaphors. Journal of Research in Science Teaching, 32 (6), 569-583.
http://dx.doi.org/10.1002/tea.3660320605
Gutiérrez, P. y Luengo, R. (2003). Orientación vocacional y género. Campo Abierto, 23 (1), 85-98.
Hong, J. Y. (2010). Pre-service and beginning teachers' professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26 (8), 1530-1543.
http://dx.doi.org/10.1016/j.tate.2010.06.003
Korthagen, F. A, (2010). La práctica, la teoría y la persona en la formación del profesorado. Revista Interuniversitaria de Formación del Profesorado, 68, 83-101.
Lakoff, G. y Johnson, M. (1986). Metáforas de la vida cotidiana. Madrid: Cátedra.
Lantolf, J. P. y Bobrova, L. (2014). Metaphor instruction in the L2 Spanish classroom: theoretical argument and pedagogical program. Journal of Spanish Language Teaching, 1 (1), 46-61.
http://dx.doi.org/10.1080/23247797.2014.898515
Leavy, A. M.; McSorley, F. A. y Boté, L. A. (2007). An examination of what metaphor construction reveals about the evolution of preservice teachers' beliefs about teaching and learning. Teaching and Teacher Education, 23, 1217-1233.
http://dx.doi.org/10.1016/j.tate.2006.07.016
López, A. M. M.; Barba, Á. V. y Díez, S. G. (2013). El registro de la emoción en el cuerpo, autoconocimiento y formación del profesorado. Revista Electrónica Interuniversitaria de Formación del Profesorado, 16 (2), 135-145.
López-Luengo, M. A.; Torrigo-Egido, L. M. y Vallés-Rapp, C. (2015). Qué metáforas personales definen al profesorado de Educación Infantil en formación. reice. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 13 (3), 37-56.
Lorsbach, A. W.; Tobin, K.; Briscoe, C. y Lamaster, S. U. (1992). An interpretation of assesment methods in middle school science. International Journal of Science Education, 14 (3), 305-317.
http://dx.doi.org/10.1080/0950069920140307
Mahlios, M.; Massengill-Shaw, D. y Barry, A. (2010). Making sense of teaching through metaphors: a review across three studies. Teachers and Teaching: Theory and Practice, 16 (1), 49-71.
http://dx.doi.org/10.1080/13540600903475645
Marcos, F. (1993). Diccionario básico de recursos expresivos. Badajoz: Universitas Editorial.
Martínez, M. A.; Sauleda, N. y Huber, G. H. (2001). Metaphors as blueprints of thinking about teaching and learning. Teaching and Teacher Education, 17 (8), 965-977.
http://dx.doi.org/10.1016/S0742-051X(01)00043-9
Mellado, L.; Bermejo, M. L.; Fajardo, M. I. y Borrachero, A. B. (2013). Las metáforas emocionales de los estudiantes de educación primaria y educación infantil. International Journal of Development and Educational Psychology, 1 (1), 281-289.
Mellado, L.; Bermejo, M. L. y Mellado, V. (2012). Personal metaphors of prospective secondary economics and science teachers. Asia Pacific Journal of Teacher Education, 40 (4), 395-408.
http://dx.doi.org/10.1080/1359866X.2012.724658
Mellado, L.; Luengo, M. R.; De la Monta-a, J. L.; Borrachero, A. B. y Bermejo, M. L. (2014). Las metáforas emocionales de estudiantes de Psicopedagogía sobre el profesor y el aprendizaje. Campo Abierto, 33 (1), 153-170.
Rebollo, M. A.; García, R.; Barragán, R., Buzón, O. y Vega, L. (2008). Las emociones en el aprendizaje online. Relieve, 14 (1).
Rebollo, M. A.; Jiménez, R.; Sabuco, A. y Vega, L. (2013). Metáforas que usan las profesoras en los procesos de cambio educativo con perspectiva de género. Profesorado: Revista de Currículum y Formación del Profesorado, 17 (1), 43-56.
Repetto, E. R. y Pérez-González, J. C. (2007). Formación en competencias socioemocionales a través de las prácticas en empresas. Revista Europea de Formación Profesional, 40, 92-112.
Ritchie, S. M. (1994). Metaphor as a tool for constructivist science teaching. International Journal of Science Education, 16 (3), 293-303.
http://dx.doi.org/10.1080/0950069940160304
Ritchie, S. M.; Aubusson, P. J. y Harrison, A. G. (2006). Metaphorically thinking, En P. J. Aubusson, A. G. Harrison y S. T. Ritchie (Eds.). Metaphor and analogy in science education (pp. 189-195). Dordrecht: Springer.
Russell, T. y Hrycenko, M. (2006). The role of Metaphor in a new science teacher's learning from experience. En P. J. Aubusson, A. G. Harrison y S. T. Ritchie (Eds.). Metaphor and analogy in science education (pp. 131-142). Dordrecht: Springer.
http://dx.doi.org/10.1007/1-4020-3830-5_11
Saban, A. (2010). Prospective teachers' metaphorical conceptualizations of learner. Teaching and Teacher Education, 26 (2), 290-305.
http://dx.doi.org/10.1016/j.tate.2009.03.017
Seung, E.; Park, S. y Narayan, R. (2011). Exploring elementary pre-service teachers' beliefs about science teaching and learning as revealed in their metaphor writing. Journal of Science Education and Technology, 20 (6), 703-714.
http://dx.doi.org/10.1007/s10956-010-9263-2
Shaw, D. M.; Barry, A. y Mahlios, M. (2008). Preservice teachers' metaphors of teaching in relation to literacy beliefs. Teachers and Teaching. Theory and Practice, 14 (1), 35-50.
http://dx.doi.org/10.1080/13540600701837632
Sillmam, K. y Dana, T. M. (2001). Metaphor: a tool for promoting prospective elementary teachers' participation in science teacher learning community. Journal of Science Teacher Education, 12 (2), 87-106.
http://dx.doi.org/10.1023/A:1016666504079
Tannehill, D. y MacPhail, A. (2014). What examining teaching metaphors tells us about pre-service teachers' developing beliefs about teaching and learning. Physical Education and Sport Pedagogy, 19 (2), 149-163.
http://dx.doi.org/10.1080/17408989.2012.732056
Thomas, L. C. y Beauchamp, C. (2011). Understanding new teachers' professional identities through metaphor. Teaching and Teacher Education, 27 (4), 762-769.
http://dx.doi.org/10.1016/j.tate.2010.12.007
Tobin, K. (2012). Sociocultural perspectives on science education. En B. J. Fraser, K. Tobin y C. J. McRobbie (Eds.). Second International Handbook of Science Education (pp. 3-17). Dordrecht: Springer.
http://dx.doi.org/10.1007/978-1-4020-9041-7_1
Tobin, K. y Tippins, D. J. (1996). Metaphors as seeds for conceptual change and the improvement of science education. Science Education, 80 (6), 711-730.
http://dx.doi.org/10.1002/(SICI)1098-237X(199611)80:6<711::AID-SCE5>3.0.CO;2-M
Tobin, K.; Tippins, D. J. y Gallard, A. J. (1994). Research on instructional strategies for teaching science. En D. Gabel (Ed.). Handbook of Research on Science Teaching and Learning (pp. 3-44). New York: MacMillan.
Treagust, D. F. y Harrison, A. G. (2000). In search of explanatory frameworks: an analysis of Richard Feynman's lecture «Atoms in motions». International Journal of Science Education, 22 (11), 1157-1170.
http://dx.doi.org/10.1080/09500690050166733
Zembylas, M. (2004). Emotion metaphors and emotional labor in science teaching. Science Education, 88 (3), 301-324.
http://dx.doi.org/10.1002/sce.10116
Zhao, H.; Coombs, S. y Zhou, X. (2011). Developing professional knowledge about teachers through metaphor research: facilitating a process of change. Teacher Development, 14 (3), 381-395.
http://dx.doi.org/10.1080/13664530.2010.504024
Mellado Bermejo, L., Luengo González, M. R., De La Montaña Conchiña, J. L., & Bermejo García, M. L. (2016). The emotional metaphors of Prospective Childhood, Primary, and Psychopedagogy Teachers. Enseñanza & Teaching: Interuniversity Journal of Didactic, 34(1), 179–195. https://doi.org/10.14201/et2016341179195
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