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Proceedings 2017, 1(9), 911; doi:10.3390/proceedings1090911

Conceptual Metaphors and Apprenticeship Paths as Levers for Professional Development and Learning

1
Department of Human and Social Sciences, University of Aosta Valley, 11100 Aosta, Italy
2
Human Sciences and Intercultural Communication, Department of Education, University of Siena, 52100 Arezzo, Italy
Presented at the International and Interdisciplinary Conference IMMAGINI? Image and Imagination between Representation, Communication, Education and Psychology, Brixen, Italy, 27‒28 November 2017.
*
Author to whom correspondence should be addressed.
Published: 20 November 2017
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Abstract

This paper presents a case study that analyzes how university apprenticeship experience—that Italian students of Education Sciences are asked to do during their Bachelor’s Degree program—can be conceived as learning path to help them become aware and (begin to) question taken-for-granted and culturally assimilated assumptions about professional practice, identity and the role of the educator. A particular attention is given to the methodological implications related to the adoption of the technique of metaphor analysis to support learners in recognizing the beliefs about their own profession and, eventually, changing them. Metaphor analysis was used both as a learning activity and a heuristic to guide processes of professional development. Metaphors were used to: (a) uncover tacit ways of making meaning, (b) name experiences, and (c) imagine new possibilities. We address, finally, the main images of role emerged from groups work to describe the representations of what the educator should do, who she/he is and which are the aims of her/his work. The savior, the scientist, the farmer, the sculptor, the good Samaritan, the militant, the transgressor are some of the delineated images that our participants analyzed to understand reasons and issues behind their own practices.
Keywords: transformative learning; metaphor analysis; university apprenticeship experience; professional development; creative expression transformative learning; metaphor analysis; university apprenticeship experience; professional development; creative expression
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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MDPI and ACS Style

Bracci, F.; Romano, A. Conceptual Metaphors and Apprenticeship Paths as Levers for Professional Development and Learning. Proceedings 2017, 1, 911.

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