This study examines the reflective writings of Indonesian pre-service English teachers, focusing on their use of metaphorical expressions to articulate teaching experiences and challenges. Drawing on Lakoff and Johnson’s Conceptual Metaphor Theory related to learning and Wegner, Burkhart, Weinhuber, and Nückles’ classification of metaphors (self-oriented and learning-oriented), this qualitative research explores how metaphors illuminate the perceptions and professional identities of four EFL pre-service teachers. Analysis of reflective journals and essays reveals five dominant conceptual metaphors: TEACHING IS A JOURNEY, STUDENTS ARE COMPLEX AND DIVERSE LEARNERS, TEACHING IS A STRENUOUS CHALLENGE, TEACHING IS DISCIPLINING,
and TEACHING IS A BATTLEFIELD. The study finds that most metaphors are self-oriented, reflecting the pre-service teachers’ focus on personal growth, resilience, and adaptability in navigating teaching complexities. The metaphor TEACHING IS A JOURNEY, emphasizing exploration and self-discovery, emerges as the most frequent, alongside the common theme of teaching as a demanding and strenuous endeavor. This research highlights the value of metaphors in uncovering emotional, cognitive, and pedagogical dimensions of teaching practice, offering insights for improving teacher education programs to better support pre-service teachers in addressing classroom challenges and developing their professional identities. |