ABSTRACT
This study investigated the potential value of a descriptive approach for identification of ‘desirable’ metaphors for teaching and learning.1 Lessons taught by ten secondaryeducation majors were identified as more or less successful in terms of pupils’ active engagement. Transcripts of student teachers’ stimulated recall interviews were analysed to identify their individual patterns of metaphoric language use, then the patterns exhibited by six students who taught the most and least successful lessons were compared. Differences in their use of metaphoric language are identified and discussed in cross-case comparisons.
