Abstract
Part 2 of this paper reports on a group of five science teachers' metaphors, their responses to the concepts presented on the Diploma in Education (Dip. Ed.) programme, and the changes in their selected methophors at the end of the programme. The analysis reveals that all the teachers' metaphors accommodated the contemporary ideas, such as student-centredness, lesson planning, and the reflective habit, to which they were exposed. There were no changes in the teachers' selection of metaphor at the end of the programme.
