‘Is That Enough?’ An examination of the conceptual metaphors post-primary pre-service teachers use to make sense of collaborative learning

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dc.check.date2028-12-31
dc.contributor.advisorLong, Fiachra
dc.contributor.advisorNi Riordain, Maire
dc.contributor.advisorRutherford, Vanessa
dc.contributor.authorHarrington, Fergalen
dc.contributor.funderNational University of Ireland
dc.date.accessioned2023-09-22T10:16:42Z
dc.date.available2023-09-22T10:16:42Z
dc.date.issued2023
dc.date.submitted2023
dc.description.abstractCollaborative Learning (CL) is resoundingly endorsed throughout the academic literature and developing more collaborative cultures at all levels of education has become an explicit goal, nowhere more so than in Initial Teacher Education. Despite this, it continues to encounter noticeable ‘student resistance’ and stunted rates of propagation. This investigation centres on the language-in-action of seven groups of Pre-Service Teachers from 2016 to 2019, as they engage in CL as part of their Initial Teacher Education. Adopting a duality of Cognitive Linguistic and Conversation Analysis lenses allowed audio recordings of these collaborative conversations to be scrutinised and understood in terms of the interactional behaviours and learner- expressed goals, as well as the conceptual models depicted through the metaphoric language embedded in that speech. This revealed an absence of a clear and shared understanding of CL, a problem compounded by the systematic alignment of the conversation away from epistemic engagement and development, commonly exhibiting discomfort with epistemic authority. This phenomenon was echoed in the emergence of a system of cognitive metaphors which structurally provided for conceptualising their collaboration task, not in terms of an epistemically- developmental activity, but as a labour-centric one. This inquiry uniquely builds on both existing CL and ITE literature, particularly in the context of student resistance and the epistemic ramifications of various conceptual metaphors. It further contributes to literature which recognises the critical role PSTs’ epistemic beliefs can impact their teacher training.en
dc.description.statusNot peer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationHarrington, F. 2023. ‘Is That Enough?’ An examination of the conceptual metaphors post-primary pre-service teachers use to make sense of collaborative learning. PhD Thesis, University College Cork.
dc.identifier.endpage421
dc.identifier.urihttps://hdl.handle.net/10468/15019
dc.language.isoenen
dc.publisherUniversity College Corken
dc.relation.projectNational University of Ireland (Mary L. Thornton Scholarship)
dc.rights© 2023, Fergal Harrington.
dc.rights.urihttps://creativecommons.org/publicdomain/zero/1.0/
dc.subjectCollaborative
dc.subjectCooperative
dc.subjectLearning
dc.subjectMetaphor
dc.subjectPre-service
dc.subjectCognitive
dc.subjectPost-primary
dc.subjectTeachers
dc.title‘Is That Enough?’ An examination of the conceptual metaphors post-primary pre-service teachers use to make sense of collaborative learning
dc.typeDoctoral thesisen
dc.type.qualificationlevelDoctoralen
dc.type.qualificationnamePhD - Doctor of Philosophyen
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