Emmanuel Sander is a professor at the Faculty of Psychology and Educational Sciences at the University of Geneva, Switzerland, in the field of School-based Intervention: Learning and Development, where he heads the IDEA (instruction, développement, éducation, apprentissage) laboratory.

• Introduction xiEmmanuel SANDERPart 1. Comparative Perspectives on Metaphors in Education 1Chapter 1. Successes and Setbacks of Metaphors in Education 3Emmanuel SANDER, Joanna BLOCHOWIAK and Yves GERBER1.1. Introduction 31.2. The metaphoricity of antimetaphorics 51.3. The interpretive approach, the need to trust metaphors 81.4. Cognitive approaches to metaphor 111.4.1. Traditional approaches to metaphor 121.4.2. Contemporary approaches 141.5. Metaphorical uses by the great figures in education 211.6. Conclusion 261.7. References 28Chapter 2. Metaphor: The Anchor and Driver of Conceptual Development 33Emmanuel SANDER, Laura LEON PEREZ, Yves GERBER and Catherine RIVIER2.1. Introduction 332.2. Beyond the classical approach to concepts: concepts have a heart 372.2.1. The classical approach to concepts: concepts as boxes 372.2.2. Prototypes at the heart of concepts 392.2.3. Abstract concept prototypes 402.3. School-taught or not, concepts out of boxes 432.3.1. Metaphors: props, obstacles and springboards for learning 442.3.2. The metaphors of arithmetical notions 462.4. Conceptual development from a lifespan perspective 492.4.1. Concepts developing throughout life 492.4.2. At the origin of the Mother Earth metaphor, a rise in abstraction 512.4.3. Some living things more living than others 532.5. Supporting conceptual development 552.5.1. Semantic recoding 552.5.2. Metaphorical framing in support of semantic recoding 582.6. Conclusion 622.7. References 64Chapter 3. Teaching Metaphors and Pedagogical Conceptions 75Katarina GVOZDIC and Catherine RIVIER3.1. Introduction 753.2. Metaphorical collusions rich in inferences 773.2.1. Metaphors of teaching 773.2.2. Different metaphors, different inferences 793.3. The conceptions underlying teaching metaphors 823.3.1. Metaphors of transmission and participation 823.3.2. An intuitive conception of teaching 843.4. Not so dichotomous pedagogical practices 863.4.1. Pedagogies inspired by explicit instruction 873.4.2. The so-called "active" pedagogies 883.5. Metaphor as a driving force of transformation in teaching 913.5.1. An evolution in conceptions 923.5.2. Adapting one's teaching 943.6. Conclusion 953.7. References 97Part 2. The Transformative Potential of Metaphors in Educational Practices 103Chapter 4. Metaphors of Assessment Practices: The Diversity and Evolution of Teachers' Evaluative Stances 105Katarina GVOZDIC, Stéphanie NAUD and Walther TESSARO4.1. Introduction 1054.2. Classroom assessment practices: from measurement to professional judgment 1074.2.1. A problematic subjectivity 1074.2.2. An assumed subjectivity 1094.3. The teacher's assessment activity seen through metaphors 1124.4. Investigating assessment stances in preservice teachers 1154.4.1. Presentation of the study 1164.4.2. Results 1184.4.3. Perspectives 1204.5. Conclusion 1214.6. References 123Chapter 5. Differentiation Through the Lens of Metaphors 131Stéphanie NAUD5.1. Introduction 1315.2. Differentiation: an extended conceptual framework 1345.2.1. Differentiation and educational justice 1345.2.2. Student diversity or heterogeneity 1395.2.3. Conceptions of difference and of intelligence 1425.3. Metaphors of differentiation practices 1455.3.1. Applicationist approach versus regulatory approach 1455.3.2. Scaffolding: a form of regulation with multiple metaphorical sources 1485.4. Deviation and change of course 1515.5. Conclusion 1555.6. References 157Chapter 6. Metaphors for Developing Teacher Professional Identity 169Géry MARCOUX and Nilima CHANGKAKOTI6.1. Introduction 1696.2. Thinking about and developing the teacher's professional identity 1726.2.1. An identity under construction 1726.2.2. Identity tensions and strategies for preservation or transformation 1736.2.3. Roles inseparable from identity 1746.3. Methods designed to understand and support the development of teachers' professional identity 1756.3.1. Metaphors about in-service teachers 1766.3.2. Metaphors in teacher training 1776.3.3. Evaluation of two proven methods to understand the complexity of the profession 1846.4. Conclusion 1876.5. References 189Chapter 7. Metaphors and Reflective Practice in Teaching 195Yves GERBER and Géry MARCOUX7.1. Introduction 1957.2. Addressing professional complexity through reflexivity 1977.3. Metaphors: tools for reflexivity 1997.3.1. Formats promoting reflection 1997.3.2. Levels, or thresholds of reflexivity 2007.3.3. Use of metaphors in sustaining reflective practice 2017.3.4. Models conducive to the use of metaphors 2037.4. Using metaphors in order to develop reflexivity 2067.4.1. Analyzing metaphors 2077.4.2. Generating metaphors 2077.4.3. Proposing metaphors 2107.4.4. Comparing two metaphors 2117.4.5. Implementation and limits of metaphorical usages for the development of reflexivity 2117.5. Conclusion 2137.6. References 214List of Authors 221Index 223