부산대학교 도서관

This study employs metaphor analysis methodology to examine how pre-service teachers perceive themselves as readers and conceptualize the reading act. Analysis revealed three complex conceptual metaphors: "reading is a commodity, "reading is a destination," and "reading is work." This manuscript addresses the "reading is work" metaphor and four types of stances within: job, avocation, vocation, and career. All readers in the "work" category regard reading as something important you do. "Job" readers frame reading as necessary but outside of their control and often joyless. "Avocation" readers see reading as pleasurable but (and perhaps because) separate from in school experiences. "Vocational" and "career" readers, with stronger agency and conf idence tend to integrate purposes and show agency in growth. Analysis suggests pre-service teachers' identities as readers have roots in their K-12 experiences. Implications for teacher education, what and how we teach, are addressed. [ABSTRACT FROM AUTHOR]