Reflections on pedagogical strategies based on analogies

Abstract
Articulating how we teach and how we expect students to learn is a complex task. In this paper, we present four analogies on teaching and apply an auto ethnographic approach to reflect on different pedagogical strategies when teaching accounting students. We discuss the roles of the lecturer and the student related to these analogies, as well as advantages and disadvantages of different pedagogical strategies. We conclude that we find some analogies more suitable than others, but that pedagogical strategies also are context-dependent and may be used to complement each other. We encourage lecturers to reflect on their teaching strategies and invite students to reflect on their learning strategies using different analogies as lenses to frame teaching and learning in higher education.