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