Arab World English Journal (AWEJ) Volume 13. Number3.  September 2022                    Pp.139 -158

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Saudi Female Teachers’ Identity Through the Use of Metaphors

Arwa Fahad Alfayez
Department of Curriculum and Teaching Methods
College of Education, University of Ha’il
Ha’il, Saudi Arabia


Received: 05/11/2022      Accepted: 08/02/2022      Published: 09/24/2022


Metaphors provide a framework through which teachers may convey their beliefs about teaching and learning. Using metaphor analysis, this article reflects on the views of three experienced teachers in Saudi Arabia. The study examines the metaphorical images female Saudi teachers use about teaching and learning. The question guiding the research study is What metaphors do Saudi female teachers use about teaching and learning? A qualitative research design was deemed best for this study through a case study. The individual metaphor analysis captured the teacher’s individual identity; the researcher discovered that each metaphor linked components of identity and teaching practice in distinct and diverse ways. A following cross-case study highlighted the numerous conflicts that instructors experience. The findings revealed that obligations and responsibilities vary between metaphors, profession-related ambivalence, and disputes in teachers’ images. Both the individual and cross-case analyses show that metaphors have the potential to enrich professional development and teacher education to advise policymakers, school administrators, teacher educators, and teachers.
Keywords: Discourse analysis, language, metaphors, Saudi teacher identity

Cite as: Alfayez, A. F.  (2022). Saudi Female Teachers’ Identity Through the Use of Metaphors. Arab World English Journal, 13 (3)139 -158.


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Received: 05/11/2022 
Accepted: 08/02/2022 
Published: 09/24/2022 

Dr. Arwa Fahad Alfayez: is an assistant professor in Curriculum and Teaching Methods at University of Ha’il, Saudi Arabia. She received her Masters and PhD degrees in Learning, Teaching, and Curriculum from University of Missouri, Columbia, USA. Her research interests include teacher education, critical thinking, reading education, teacher identity, and effective literacy and assessment practices in the classroom. ORCiD ID: