We examine the relationship between how teachers talk about teaching and their actual teaching practices. Analyses of their talk were based on extensive transcripts and writings and focused on metaphors and images invoked when discussing knowledge, learning, and teaching. Three distinct and coherent webs of association were identified, which we describe as “traditional,” “reform,” and “middling.” For both traditional and reform teachers, preferred webs of association proved to be highly consistent with classroom practices. For teachers who tended to draw on the “middling” web, practices tended to vary dramatically, and habits of speaking appeared to be linked to frustrations with teaching. Implications for professional learning are discussed.

中文翻译：

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探索数学教师的隐性联想与其制定的实践之间的关系

我们研究了教师如何谈论教学与他们实际的教学实践之间的关系。他们的演讲分析基于大量的笔录和著作，并着重于讨论知识，学习和教学时所引用的隐喻和图像。确定了三个不同且连贯的关联网络，我们将其描述为“传统”，“改革”和“中等”。对于传统教师和改革教师而言，首选的联系网络与课堂实践高度吻合。对于倾向于使用“中等”网络的教师而言，实践往往会发生巨大变化，说话习惯似乎与教学的挫败感相关。讨论了对专业学习的影响。