ABSTRACT The importance of teacher cognition in curriculum implementation and the role of conceptual metaphor in teachers’ thinking are equally well documented, yet the role conceptual metaphor might play in teachers’ knowledge of curriculum has received less research attention. Drawing on a range of qualitative data, this study examines how five novice teachers used metaphor in concept-mapping tasks to make sense of an unfamiliar curriculum. The results show that the majority of the teachers spontaneously used conceptual metaphors to depict their curricular knowledge. Moreover, detailed case studies of two teachers’ developing curricular thinking show that the conceptual metaphors they used functioned as psychological tools assisting in structuring their developing knowledge of the curriculum and in integrating new insights gained during teaching. These results indicate that analysis of teachers’ curricular metaphors may yield insights for curriculum designers and that metaphor construction may be a valuable tool to promote teacher curricular knowledge development.

中文翻译：

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概念隐喻在新手教师发展课程知识中的作用：以第二语言写作为例

摘要教师认知在课程实施中的重要性以及概念隐喻在教师思维中的作用均得到了充分的文献记载，但是概念隐喻在教师的课程知识中可能扮演的角色却受到了较少的研究关注。本研究利用一系列定性数据，研究了五名新手教师如何在概念映射任务中使用隐喻来理解一个陌生的课程。结果表明，大多数教师自发地使用概念隐喻来描述他们的课程知识。此外，对两位教师发展的课程思维进行的详细案例研究表明，他们使用的概念隐喻是一种心理工具，有助于构建他们对课程的发展知识，并整合在教学中获得的新见解。