Kabadayi A.2020-03-262020-03-2620081047-6210https://dx.doi.org/10.1080/10476210701860081https://hdl.handle.net/20.500.12395/22841The metaphorical basis of teacher reflection about teaching and learning has been a rich area of theory and research. This is a study of metaphor as a shared system of interpretation and classification, which teachers and student teachers and their supervising teachers can cooperatively explore. This study employs metaphor as a means of research to provide insights into the prospective preschool pre-service and their cooperating teachers' current professional self-images, and their retrospective elementary schooling images. A questionnaire consisting of 12 metaphorical images generated by "preschool pre-service and their cooperating teachers" was administered to all entry level preschool pre-bachelor, bachelor student teachers who were enrolled in the Faculty of Education in Selcuk University, Turkey, during the 2005-2006 academic years. Their cooperating teachers (n = 317), currently working in Konya, were chosen to obtain information about their current and elementary schooling years' metaphorical images. Results of the study indicate that significant differences exist between pre-service (pre-bachelor and bachelor) and cooperating preschool teachers' current and elementary schooling metaphorical images. There was a marked difference in their use of student-centered and teacher-centered metaphors. Implications for pre-service and cooperating teacher education and further research are discussed.en10.1080/10476210701860081info:eu-repo/semantics/closedAccessArticle1917387Q2