Conceptual Metaphors in Internship: Creative Journeys in Counselor Development

Storlie, Cassandra A.; Giegerich, Victoria; Stoner-Harris, Tiffany; Byrd, Janice A.

doi:10.1080/15401383.2018.1439790

Cited by 12 publications

(3 citation statements)

References 34 publications

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“…There are number of researches in several disciplines at both national and international levels involving usage of metaphors in education (Grady, Fisher and Fraser, 1996;Nikitina and Furuoka, 2008;Saban, 2009;Strugielska, 2008;Thomas and Beauchamp, 2010;İbret and Aydınözü, 2011;Güner, 2012;Tortop, 2013;Özkan and Taşkın, 2014;Baş and Gezegin, 2015;Hamilton, 2016;Güçlü and Duran, 2017;Doğan, 2017;;Beyoğlu and Ergin, 2018;Storlie, Giegerich, Harris and Byrd, 2018;Çatak and Yıldız, 2018;Duran and Aladağ, 2018;Bauer, 2018;Değirmenci, 2019). However, it has been observed that there is only a limited number of studies which comparatively examine the perceptions of prospective teachers being educated in different departments regarding the meanings which they attribute to the concept of homeland.…”

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confidence: 99%

Examination of Prospective Teachers’ Perceptions of Homeland: A Phenomenological Study

Değirmenci¹

2019

Review of International Geographical Education Online

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Homeland can be described as the territory in which people who are bound to each other with several ties and have common values. It's one of the most valuable heritages which has been left to us from former generations, and will be transformed to future generations. There are great responsibilities on us, families, education and especially our teachers as an important elements of education to protect and transfer it to future generations. The reason is that patriotism begins in the family and continues in educational environments. An examination of the renewed primary and secondary education programs in terms of general objectives and contents revealed that there is a conscious effort for children to gain such values as consciousness and love for the homeland, and patriotism in especially social sciences and geography classes. Therefore, perceptions of prospective teachers regarding homeland, who will raise future generations, are important. The purpose of this research is to study perceptions of prospective teachers regarding the concept of homeland. The population of the study consists of 157 prospective classroom teachers, 98 of whom are females and 59 males, who were being educated in three different departments (social studies, Turkish and classroom teaching) in the Fall semester of 2018-2019 Academic Year. Phenomenology, a qualitative research method, has been employed in the research. The data collected were analyzed by the technique of content analysis. According to the findings of the research, the prospective social studies teachers came up with 28, prospective classroom teachers came up with 27 and prospective Turkish teachers came up with 28 valid metaphors about the concept of homeland, which makes a total of 83 different metaphors. In addition, the participants' most preferred metaphors about the concept were the metaphors of mother, home, family, house and earth.

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confidence: 99%

Examination of Prospective Teachers’ Perceptions of Homeland: A Phenomenological Study

Değirmenci¹

2019

Review of International Geographical Education Online

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“…Penutur menggunakan metafora untuk menyatakan pelbagai makna. Metafora mengandungi makna yang luas, dan sering menyumbang sebahagian besar leksikal dalam korpus (Storlie, Giegerich, Stoner-Harris, & Byrd, 2018). Data bahasa ini menunjukkan betapa metafora banyak muncul (Norberg & Fältholm, 2018).…”

Section: Kebarangkalian Metaforaunclassified

Representatif Leksikal Ukuran sebagai Metafora Linguistik berdasarkan Teks Klasik Melayu (Representatives of Lexical Ukuran as Linguistics Metaphors Based on Malay Classic Text)

Zaini

Sarudin

Muhammad

et al. 2020

gema

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Metafora Linguistik atau Ekspresi Metafora atau Leksikal Metafora (Metaphorically Used Word (MUW)) merupakan bentuk perbahasan yang dikemukakan oleh Semino (2008) bagi meneliti secara eksplisit dan sistematik metafora dalam sesebuah wacana. Artikel ini bertujuan meneliti tiga (3) aspek penyelidikan metafora berdasarkan perspektif linguistik korpus, iaitu:(1) mengenal pasti lesikogrammatikal metafora leksikal ukuran, yang merujuk kepada pola kolokasi metafora linguistik; (2) kebarangkalian metafora leksikal ukuran, merupakan pengujian memungkinkan leksikal sebagai leksikal metafora (MUW); dan (3) Dimensi Variasi Metafora leksikal ukuran berdasarkan pemboleh ubah metafora topik dan sarana. Kajian ini menggunakan Korpus Petua Membina Rumah (KPMR). Korpus ini terdiri daripada MSS741, MSS1521, MSS1849, MSS1415, MSS2001, fasal Kitab Abu Masyar dan fasal Tajul Muluk. Korpus Petua Membina Rumah (KPMR) merupakan korpus khusus. Artikel ini menggunakan reka bentuk kajian kuantitatif dengan pendekatan statistik linguistik korpus berdasarkan perisian #LancsBox 4.5. Signifikan leksikal ukuran kerana leksikal ini merupakan 10 leksikal teratas dalam kata kandungan (kata nama). Leksikal ukuran ini memperoleh 54 kali kekerapan mentah dan 36.865101 kali kekerapan relatif. Dalam janaan Keyword In Context (KWIC) terdapat 24 leksikal yang berkolokasi bersama node ukuran. Dapatan pertama, leksikogrammatikal metafora menunjukkan rangsangan leksikal berkolokasi dengan node ukuran terdiri daripada leksikal tiang dan bendul (struktur rumah). Leksikal kolokasi ini merupakan pola leksikal metafora yang berlaku dan dikodkan sebagai bukan literal (metafora). Keduanya, dapatan kebarangkalian metafora menjelaskan leksikal metafora (MUW) berkemungkinan berlaku menerusi hubungan ko-kejadian node ukuran dan leksikal kolokasi. Ketiganya, Dimensi Variasi Metafora mengambil kira Leksikal Metafora (MUW) melibatkan metafora topik dan sarana seperti manusia, abstrak, pergerakan/kedudukan, objek/bangunan dan lain-lain. Ketiga-tiga dapatan ini menunjukkan leksikal ukuran digunakan sebagai a Pengarang utama b Pengarang koresponden

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“…In one study, colorism did not influence students' clinical decisions as anticipated (Hairston, Laux, O'Hara, Roseman, & Gore, 2018); Hutchison et al (2018) presented a thematic analysis regarding knowledge and perceptions of cultural display rules in counseling practice. Qualitative researchers attended to students' experiences with psychodynamic theory and practice (Smith, 2018), metaphors in internship reflections (Storlie, Giegerich, Stoner-Harris, & Byrd, 2018), and interns' experiences related to disability-focused practice (Rivas & Hill, 2018).…”

Section: Understanding Stakeholdersmentioning

confidence: 99%

Counselor Education and Supervision: 2018 Annual Review

Minton

Hightower

2020

Couns Edu & Supervision

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The authors reviewed 114 articles regarding counselor education and supervision published in professional counseling journals during 2018. The articles represented a range of methodologies, providing insight into current supervision, teaching and training, stakeholder experiences, and professional issues. Implications include a need for research regarding online teaching and learning as well as exploring supervision’s influence on counseling skill and effectiveness.

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Conceptual Metaphors in Internship: Creative Journeys in Counselor Development

Cited by 12 publications

References 34 publications

Examination of Prospective Teachers’ Perceptions of Homeland: A Phenomenological Study

Examination of Prospective Teachers’ Perceptions of Homeland: A Phenomenological Study

Representatif Leksikal Ukuran sebagai Metafora Linguistik berdasarkan Teks Klasik Melayu (Representatives of Lexical Ukuran as Linguistics Metaphors Based on Malay Classic Text)

Counselor Education and Supervision: 2018 Annual Review

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