UNDERSTANDING METAPHOR AS A CENTRAL PROCESS IN THE TEACHER IDENTITY WITHIN SUBJECTIVITY AND AGENCY

Abstract

The purpose of this conceptual study was to investigate the role of metaphors as key processes in the subjectivity and agency of
the teacher identity. Therefore, becoming an academic entails more than just applying research, teaching, and learning techniques to a preexisting sense of self. People have to navigate at least three identities: the identities they bring into the fraternity, the identities they form while completing coursework at the university, and the identities they form while serving as student teachers. Through the use of metaphor, these people create subjectivities that enhance the sense of academic identity. Metaphors are essential components that both represent and exhibit a variety of meanings related to personal experiences and communicate those meanings to other
individuals. As a result, they are susceptible to change and interpretation over time. Metaphors are therefore not neutral concepts because they are shaped by personal experience, which can be shared with others through behaviors and practices. In the conversation on identity development, their impacts on personal experiences need to be given careful consideration. One could argue that metaphors play a crucial role in the formation of subjectivity since change is contingent upon ongoing negotiations between one's perceived self and the reforming situation, as well as between one's old and new identities