Teacher’s Situated Knowledge Through Metaphor Construction and Its Story- Licensing

This theoretical article argues for metaphor construction and development to explain how teachers situate their knowledge and make sense of their teaching lives and practices. However, the process of metaphor construction must go beyond the scope of cognitive theories, and their systematization of concepts in metaphors. Metaphors, as conscious attempts to situate teachers’ knowledge, must be considered as a text whose constituting elements are the teachers’ values, belief systems, ideologies, professional knowledge, and culture intertwined in their minds. The concept of story licensing plays a key role in validating the definition and development of metaphors to explain teachers’ situated knowledge construction