Literacy metaphors of pre‐service teachers: do they change after instruction? Which metaphors are stable? How do they connect to theories?

This paper reports on a study of pre‐service elementary teachers’ metaphors of ‘literacy’ and ‘teaching literacy’ at the commencement and conclusion of a year‐long literacy methods course at a Midwestern American university. Over a three‐year period, a total of 47 participants enrolled in the two‐semester literacy methods course with an embedded practicum. Data were entered in NVivio 7 and analysed for qualitative themes. Results identified six themes of teaching literacy, five of which connect to literacy theories. The majority of the pre‐service teachers maintained their metaphorical belief after a year‐long methods/practicum course. Four metaphors appeared to be stable across time and population. The article provides implications for linking the research reported with contemporary ideas for teaching in teacher preparation programmes.