ABSTRACT

Teachers at all levels should be inspired to seek out the imaginative and creative potential of narrative and metaphor in the everyday teaching of their subject. More broadly, they will set themselves the goal of developing both “narrative intelligence” and “metaphor intelligence” in their students. Teacher educators will employ narrative and metaphor more imaginatively in assisting student teachers to develop their professional skills and identity. In so doing, they will enable future teachers to collect a wide repertoire of narrative and metaphor frames, through which to view their own performance and to manage the predicaments they will encounter in their careers. Researchers and policy-makers will have acquired the tools to identify and critique the narratives and metaphors which dominate not only wide public discourse on education, but also their own dearly held assumptions about what education is for and how it should be practised.