Becoming a Teacher as a Hero's Journey: Using Metaphor in Preservice Teacher Education

Teacher Education Quarterly, Winter 2005 by Goldstein, Lisa S

In order to make the most of the power of metaphor and to sidestep these limitations, I offered my students a pre-selected metaphor. I elected to modify my practicum course by incorporating the metaphor of the hero's journey, a frequently occurring trope in Western literature and film, both because of the inherent power of the theme and because of its strong parallels to the process of becoming a teacher. Class sessions and course assignments linked to the hero's journey metaphor were spread across the semester, and efforts were made to link the metaphor to the central academic content and professional skills presented in the course.

Teacher Education and the Hero's Journey

Using the hero's journey with preservice teachers allowed me to draw not only on the power of metaphor, but also on the broad and deep power of myth. Joseph Campbell, the scholar most readily associated with modern interpretation of mythic themes, argues that myth carries the human spirit forward, offering symbols, themes and images that enable and support growth and transformation, in contrast to other kinds of stories and experiences that cause fear and limit growth (Campbell, 1949). Given that the driving purposes for modifying my classroom organization and management course were to reposition the semester's experience in ways that would combat negativism, provide inspiration and support, and enable the students to see themselves as successful student teachers, using the mythic hero's journey metaphor seemed like an ideal solution.

The hero's journey unfolds following a set pattern (Campbell, 1949, p. 245246). The hero is called to awaken and to begin her journey. She1 meets a helper who encourages her to go forth and who gives her tools and gifts to assist her on her journey. Then she proceeds to a threshold where she leaves behind her previous life and enters new realms of experience. At this point the hero meets a presence who guards the passage into the new realms; she must successfully negotiate with this gatekeeper in order to gain entry and continue on her journey.

Once she passes over the threshold, the hero enters a period of initiation where she meets unfamiliar forces, some of which threaten her and some of which offer magical aid. Successful negotiation of these trials leads our hero to personal transformation, growth, and illumination. The hero then returns to the world to share what she has learned.

Even in this brief description, there are many parallels to the teacher education process. Although some have always wanted to be a teacher and others felt a call later in life (Ayers, 1995), as the deadline for declaring the education major or applying to begin the professional development course sequence approaches, the student responds to the call to awaken and embarks upon her journey to become a teacher. She begins her specialized methods coursework, where she meets helpful professors and teaching assistants who offer her encouragement, knowledge, teaching skills and other tools necessary for success in the field.