Investıgatıon of pre-servıce teachers' perceptıons on the concept of "educatıon" through metaphor analysıs.

İngilizce (OpenAlex)

In this study, the perceptions of pre-service teachers about the concept of “education” were tried to be determined with the help of metaphors. In this study, the “phenomenology” approach, one of the qualitative research designs, was used. The study was carried out with 354 pre-service teachers who graduated from different faculties/departments and who continued pedagogical formation education at a state university. 128 of the participants had teaching experience as they had previously worked as a paid teacher in a private institution (teaching institution, study center) or within the National Education. In the data collection process, the Written Interview Form (WIF), consisting of two parts, was used. The first part of the form consists of questions about the personal information of pre-service teachers. In the second part, the question “In my opinion, education is like … Because …” was asked to the participants, and they were asked to explain the rationales by developing a metaphor about education. In the data analysis, the content analysis technique, one of the qualitative data analysis techniques, was used, and the related literature was used to create the themes. The results of the study showed that pre-service teachers developed positive and often concrete metaphors for the concept of “education.” Metaphors developed with the inspiration by nature (water, trees, seeds, seedlings, plants, rain, sea, etc.) are mostly focused on the education developing the human beings and being a part of life, while in the metaphors related to materials (mirror, lantern, bus, candle, compass, ship, car, gold bracelet, lamp, etc.), the effects of education on the life of the individual and its power to direct are emphasized. Pre-service teachers developed a limited number of negative metaphors (skyscraper, card, factory, guard, broken wristwatch, etc.) regarding the concept of education. They explained the rationales for developing these metaphors through teaching practices based on information loading and memorization, the constant change of the education system, neglect of individual differences, and competitive exams.