Functions of Metaphor in Teaching and Teacher Education: A review essay

Şaban, Ahmet

doi:10.1080/10476210601017386

Cited by 140 publications

(108 citation statements)

References 31 publications

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“…Metaphor can be used as an important research tool (Saban, 2006). As Jensen (2006) stated "…through metaphors, researcher is able to enter into the inner wo rld of the perceptions, understandings and experiences of the Conceptualizations of Technology participants" (Jensen, 2006).…”

Section: Data Collectionmentioning

confidence: 99%

School Administrators, ICT Coordinators and Teachers’ Metaphorical Conceptualizations of Technology

Karadeniz¹

2012

EDU

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The purpose of this study is to investigate the perceptions of school admin istrators, ICT coordinators and teachers regarding the concept of "technology". 87 participants completed the pro mpt "Technology is like…because…" by focusing on one metaphor about technology. Qualitative and quantitative techniques were used to figure out the metaphor categories and whether they differentiate according to participants' position, gender and age variables. Content analysis was used to analyze the perceptions of the participants. Findings of the study showed that the participants indicated 60 valid metaphors which were grouped into five categories: 1) Technology as a changing and developing entity (e.g. children, fashion); 2) Technology as a facilitator (e.g. key, organ); 3) Technology as a needed entity (e.g. food, air); 4) Technology as a useful and harmful entity (e.g. viruses, sugar); 5) Technology as a diffusional entity (e.g. octopus, ocean). It was found that the majo rity of metaphorical conceptualization categories aligned with "a useful and harmful entity" by administrators, "a facilitator" by ICT coordinators and "a changing and developing entity" by teachers. According to the findings of the quantitative analyses there is no significant relationship between the participants' perceptions of technology regarding age and gender. However significant relationship was found between the participants' perceptions of technology and their position.Keywords Technology, Metaphor, Administrators, ICT Coordinators, Teachers 1.IntroductionThere has been great increase in using information and commun ication technologies (ICT) in schools. The use of technology can be effective when these factors are presented in schools; available ICT resources which can be used in every area of the school, technical support for teachers, teacher training of ICT skills and effective ICT leadership (So mekh et al 2002). Teachers' knowledge and skills about ICT, co n fid en ce level, at t itud es to wards tech no logy , p edag og ical b eliefs regard ing th e value o f th e use o f technology have been suggested as effective barriers which hinder technology use in classroom (Lai, Pratt &Trewern, 2001). In fact, La m (2000) asserted that the main reasons for the teachers ' d ecisions reg ard ing techno logy depend on whether the teacher was personally convinced of the benefits of using technology for instruction. Hew & Brush (2007) ident ified the gen eral barriers typ ically faced by K-12 schools when integrating technology into the curricu lu m; resources, institution, subject culture, attitudes and beliefs, knowledge and skills, and assessment. They further describe the strategies to overcome such barriers; having a shared * Corresponding author: sirin.karadeniz@b ahcesehir.edu.tr (Şirin Karadeni z) Published online at http://journal.sapub.org/edu Copyright © 2012 Scientific & Academic Publishing. All Rights Reserved vision andintegration plan, overcoming the scarcity of resources, changing attitudes and beliefs, conducting profession...

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Section: Data Collectionmentioning

confidence: 99%

School Administrators, ICT Coordinators and Teachers’ Metaphorical Conceptualizations of Technology

Karadeniz¹

2012

EDU

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“…In the first group, researchers investigate the effectiveness of the use of metaphors as a tool for teaching (Arslan & Bayrakci, 2006;Martinez et al, 2001;Saban, 2006). In education, metaphors along with analogies are basically employed to create meaningful relations between the things students do and do not know.…”

Section: Metaphors In Education and Eflmentioning

confidence: 99%

“…In the literature, there are metaphor classification studies for students, teachers and others (Bozlk, 2002;Oxford et al, 1998;Saban et al, 2006;Saban, 2006). One of the major classification studies focusing on language classrooms determined four philosophical categories for metaphors: social order perspective, cultural transmission perspective, learner-centred growth perspective and social reform perspective (Oxford et al, 1998).…”

Section: Introductionmentioning

confidence: 99%

Examining EFL Teacher Candidates’ Conceptions of English Language Teachers through Metaphors

Arslan¹,

Cinkara

2016

Gaziantep University Journal of Social Sciences

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This study aims to investigate EFL teacher candidates' metaphors regarding English language teachers. The data was collected through 102 teacher candidates' essays written on their views of being an EFL teachers and teaching. The metaphors were qualitatively and quantitatively analyzed. Content analysis of the essays revealed a total of 134 metaphors categorized in four groups: people, objects, actions and animals. The verbs, adjectives and adverbs in the host statements of metaphors were also investigated and were categorized into two groups, namely focus on self-development and focus on other-development. Percentages were calculated and given for metaphors, verbs, adjectives and adverbs in each category.

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“…In this respect, metaphors are widely used by education researchers and scholars as well (Çelikten, 2006;Mouraz, Pereira, & Monteiro, 2013; Özdemir & Akkaya, 2013;Saban, 2006;Seferoğlu, Korkmazgil, & Ölç ü, 2009), seemingly because of their potential of helping people understand and make themselves be better understood by the others by solidifying the ideas or things with the use of better or already known images. The other possible reason for such tendency would be that, besides making understanding easier, metaphors also give ideas about how people conceive the world or things and this is important because people act accordingly (Lakoff & Johnson, 2003).…”

Section: Use Of Metaphor As a Tool In Educational Researchmentioning

confidence: 99%

“…Therefore, a short survey including items aiming to obtain basic demographic information about the participants and the sentence "The FLT is like __________ for me because __________" which required the participants to fill in the blank with a metaphor and write a sentence for justifying why they chose to generate that metaphor was employed. While deciding on the instrument and its content, some previous studies which used metaphors as their data collection tool (McGrath, 2006;Saban, 2006) were utilized. There were also items asking about how many times they took the FLT(s) and their scores from the last test they took.…”

Section: The Instrumentmentioning

confidence: 99%

An Attempt for the Exploration of Academicians’ Experiences of the Standard Foreign Language Tests Held in Turkey through Metaphors

Yeşilyurt

2016

IJHE

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The purpose of this study is to explore academicians' perceptions and experiences about the public high-stakes Foreign Language Test(s) (YDS, formerly UDS, KPDS, and their counterparts in different times and contexts) used to measure foreign language proficiency in Turkey. For this purpose, data were collected from academicians with different titles, genders, and ages through a survey in which they were asked to complete the sentence "The FLT is like __________ for me because __________" with a one-or-two-word metaphor and a short sentence explaining their reason for the metaphor they choose. Of the over 2600 academicians the survey forms were sent to through an e-mail, 110 filled-in the forms. The data obtained were analyzed verbally and 34 different metaphors were collected. After the analysis of the metaphors, it was drawn that academicians generally have negative feelings and experiences about the foreign language test(s). Keywords: Foreign Language Test, Metaphor, Academicians, Perceptions IntroductionResearch on foreign language teaching in Turkey indicates a general inefficiency and it is widely reported that despite long years, sources, and efforts allotted for language teaching, even university graduates do not have the desirable level of English proficiency (Alagözlü, 2012) to meet even their primary-level communication needs (Paker, 2012) in this language. Therefore, to search the status of foreign language teaching, explore the reasons underlying the difficulties and problems, and find ways of overcoming these difficulties and problems, several studies were conducted on this issue (Can & Can, 2014;Demirpolat, 2015;Haznedar, 2004;Işık, 2008).In one of the studies which focused on this problematic status of language teaching and tried to figure out the reasons behind this status, Solak and Bayar (2015), based on the qualitative data obtained from university students, introduced a list of major challenges in foreign language teaching/learning in Turkey. The participants of this study related these challenges to a number of factors such as language skills, method, approach, practice, linguistic differences in two languages, personal differences, teacher, material, family and environment. Most of the participants summarized their experience of language learning as almost a complete failure. Alagözlü (2012), who defined EFL education in her title as cul-de-sac, held the same issue from the perspectives of academicians in a qualitative research and summarized the sources of problems in language teaching under four main themes as follows: "(1) flaws in Turkish educational system in general, inconsistency in foreign language education policy in particular; (2) learner and learning environment oriented issues; (3) indeterminacy in teaching methodology at schools; and (4) obstacles in language teacher training and maintaining their quality" (p. 1759). In another study, which aimed to evaluate the primary school English textbooks, Haznedar (2009) presented a collection of the sources of the serious probl...

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Functions of Metaphor in Teaching and Teacher Education: A review essay

Cited by 140 publications

References 31 publications

School Administrators, ICT Coordinators and Teachers’ Metaphorical Conceptualizations of Technology

School Administrators, ICT Coordinators and Teachers’ Metaphorical Conceptualizations of Technology

Examining EFL Teacher Candidates’ Conceptions of English Language Teachers through Metaphors

An Attempt for the Exploration of Academicians’ Experiences of the Standard Foreign Language Tests Held in Turkey through Metaphors

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