Mirror of Prospective Teachers’ Mind: Metaphors (original) (raw)
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International Education Studies, 2017
Teacher training in Turkey has a long history with various practices. It has taken a different dimension with training teachers through pedagogical formation program certificates that last for a short time. The aim of this research is to reveal the metaphors of teacher candidates attending pedagogical formation program towards the academic staff. The research was designed with qualitative model and phenomenology design was used. The sample of the study group was composed of 392 teacher candidates. Teacher candidates were asked to fill in the sentence; "Academic staff during the pedagogical formation program is like ….….; because …………………". The data analysis was conducted with qualitative methods. The academic staff is described in 11 basic categories. Most of these categories are made of positive behaviors composing 86.47% as guiding, advisor and counselor, the resource of knowledge and experience, constructive and developer, multi-perspective, self-developing, open to change, respectful, patient, tolerant and democratic, role model, using effective body language and presentation techniques. The remaining 4 categories are made of metaphors presenting the negative behaviors of academic staff reflecting 14.03% of teacher candidates: just narrating, not communicating enough, authoritative and oppressive, behaving inconsistently and irresponsive, non-communicative and with high ego.
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 2022
In this study, it is aimed to reveal teacher candidates' perceptions about pedagogical formation education certificate program through metaphors. The study group consists of 675 teacher candidates taking that program at a state university in the Western Black Sea Region of Turkey in the 2021-2022 academic year. Phenomenology design was used to determine teacher candidates' metaphorical perceptions about the program. The content analysis, a technique that helps to systematically summarize any text with smaller content with canonical coding was used. The data were collected through the form prepared by the researcher. Each of the teacher candidates was asked to compare the sentences "pedagogical formation education certificate program is like (1)…………/similar because (2)……….……" to an object, a shape, an animal, or a living thing (metaphor / mental image) (1) and state the reason (reason / logical basis) (2) for their analogies. These compositions were used as the main data source. Metaphors produced by the pre-service teachers are divided into 12 categories as pathfinder, lighting, raw fruit, gift, mediator, fast train, life, nature, waste, half of an apple, innovator and contradiction. According to this result, the participants mostly expressed their satisfaction with the program, but they complained about the duration and registration fee of it as well. In a program that received such praise, it is recommended to provide longer-term training based on more practice, rather than accelerated training, which is the most criticized situation.
Students and Teachers' Metaphors about Classroom Teachers
Students and Teachers’ Metaphors about Classroom Teachers, 2018
The purpose of this study is to identify the metaphors that primary, secondary and high school students and classroom teacher candidates and the classroom teachers have regarding their primary school classroom teachers. The phenomenology pattern as one of the qualitative research methods was used in the research. The study group was determined by the purposeful criterion sampling method. The basic criterion in the research is that the participants are in the final grade of elementary, secondary, high school and are in the undergraduate 3rd and 4th grade students classroom teachers education program, and the class teachers who are still working. Participants' answers to the question "My primary school teacher is like ... Because ..." were analyzed both by qualitative and quantitative research methods. According to the findings of the study, 167 metaphors were produced and they were grouped under ten conceptual categories. There were no significant differences in these 10 conceptual categories regarding the elementary, secondary and high school students, university students and classroom teachers. Obtained results point out that the influences of the teachers on the individuals are evident. These results may be shared with faculties of education and help to give the teacher candidates a proper training for educating their students with positive attitudes in the future.
An Investigation of the Concept of Teacher Among Prospective Teachers through Metaphor Analysis
This study examines and classifies the metaphors that prospective teachers formulated to describe the concept of “teacher”. 485 male (39.7%) and 737 female (60.3%) teacher candidates (n = 1222) participated in the study. Specifically, the following questions guided this study: (1) What metaphors do prospective teachers use to describe the concept of “teacher”? (2) What conceptual categories can be derived from these metaphorical images? (3) How do these themes differ across participants’ program type and gender? Participants completed the prompt “A teacher is like . . . because ...” by focusing on only one metaphor to indicate their conceptualization of teaching and learning. The data were analyzed both qualitatively (i.e, inductive analysis) and quantitatively (i.e., chi-square test). According to the results, 111 valid personal metaphors and 10 main conceptual categories, based on the participants’ metaphorical images, were identified. Also, significant differences were detected between participants’ gender and program type with regard to the six dominant conceptual themes. The study concludes that metaphor is a powerful research tool in gaining insight into prospective teachers’ professional thinking about teaching and learning.
The Metaphors That Elementary School Students use to Describe the Term "Teacher
The aim of this study is to investigate metaphors that elementary school 5 th and 8 th grade students (N=567) use in order to describe the term "teacher". The data were collected using a questionnaire consisting of open-ended questions, and analyzed using qualitative and quantitative analysis techniques. Content analysis technique was used in the analysis of qualitative data, and chi square was used in quantitative data analysis. According to the results of the study, it was found out that 83 valid metaphors were produced by 429 elementary school students. These metaphors were collected under 6 conceptual headings according to their common features. It was observed that the conceptual categories formed related to the metaphors that elementary school students use have no significant difference according to gender and school levels, but have significant differences related to their classroom levels. Özet: İlköğretim Öğrencilerinin "Öğretmen" Kavramına İlişkin Kulla...
Examination of Teacher Candidates’ Metaphors Related to Teacher Education Programs
DergiPark (Istanbul University), 2014
This study was aimed to determine teacher candidates' metaphors related to teacher education programs. Research sample consisted of 230 seniors, who studied programs in Elementary Science and Technology Education (n=170) and Secondary Mathematics Education (n=60) Departments. The data were collected by means of the teacher candidates' completion of the statement "Teacher education programs are like … because …". In this research phenomenological research design was used and data were analyzed by means of content analysis. In the analysis, it was eliminated invalid metaphors and determined categories which are thought to represent metaphors. In the light of the findings, It were shown that teacher candidates produce162 valid metaphor, and this metaphor collected in five categories in for action, tool/ material, environment, person have a profession, associated with life.
Analytical Study of Teacher Educators’ Metaphors of Teaching
Journal of Education and Educational Development, 2016
Teaching metaphor is an important phenomenon which can be used to determine teachers’ perceptions regarding their job and their workplace (Turunen, 2003). This study was aimed to explore the metaphors of junior and senior teacher educators to get insights of what teaching was for them. A comparative analysis between the junior and senior teacher educators helped to understand how these metaphors changed over time. Data for the qualitative study were collected from the districts of Sargodha, Khushab and Mianwali situated in the province of Punjab, Pakistan. Fifty teacher educators teaching at postgraduate level participated in the study and filled in the survey questionnaire. The data were coded and analysed qualitatively. Six themes emerged from the data: religious obligations, economic activities, nature compatibility, life processes, emotional affiliations, and thought provoking activities.These themes were compatible with Chen’s (2013) classification of teachers’ personal metapho...
The basic purpose of this research was to reveal the perceptions of secondary education students related to the concepts of " teacher " and " school director " through metaphors. This research was designed qualitatively, and phenomenology research model was used. In this research, the phenomenon that was focused during the research process was determined as how secondary education students conceptualized their thoughts on their teachers and schools directors through metaphors. Most of the metaphors 5 th grade students had on the concept of " teacher " were among the category of teacher as the source of love, and most of the metaphors 6 th grade students had on the concept of " teacher " were among the category of teacher as the source of love, and most of the metaphors 7 th grade students had on the concept of " teacher " were among the category of teacher as the source of information, and finally most of the metaphors 8 th grade students had on the concept of " teacher " were among the category of teacher as the source of information. Similarly, most of the metaphors 5 th grade students had
Prospective teachers' conceptions of teaching and learning revealed through metaphor analysis
Learning and Instruction, 2007
This study investigated the metaphors that prospective teachers in Turkey (N ¼ 1,142) formulated to describe the concept of ''teacher''. Participants completed the prompt ''A teacher is like. because.'' by focusing on only one metaphor to indicate their conceptualization of teaching and learning. Altogether 64 valid personal metaphors were analyzed and 10 main conceptual themes were identified. Significant associations were detected between participants' gender and study program type and six of the conceptual themes. Metaphors seem to provide a powerful cognitive tool in gaining insight into prospective teachers' professional thinking.
The purpose of this paper is to explore perceptions of students and teachers about learning, and teaching concepts. Therefore, metaphorical perceptions of students about being a student and learning, and metaphorical perceptions of teachers about being a teacher and teaching were examined. The phenomenology approach was chosen as a research model. The study group consists of 8 8 th grade students and their teachers (8 branch teachers of those classes) from a secondary school in Kocaeli in the 2014-2015 educational year. Research data was collected through semi-structured forms developed by the researchers.The data were analyzed through content analysis. The results indicated that students' perceptions of being a student are categorized as 'effort and struggle', 'improvement and growth', 'achieving a goal', 'versa-tility', and 'being forced'. Nine categories related to the metaphors about learning in their classroom were revealed. Teachers developed metaphors categorized as 'effort and struggle', 'improvement', and 'leading'.