Map, Foundations, Recipe, Burden: Teachers’ Conceptual Metaphors on Lesson Planning

Abstract

Conceptual metaphor constitutes both the theoretical framework and a tool for eliciting and analyzing data in this qualitative research study. The aim of this study is to analyze the role of conceptual metaphors for unpacking research participants’ conceptualizations about lesson planning in Chilean schools. An eliciting metaphor questionnaire was designed to require respondents to complete the statement “lesson planning is like…because…”. The data were analyzed through content analysis for metaphors, as follows: pre-analysis, labeling, classification, categorizing, peer judgment. The questionnaire was applied to 54 Chilean teachers from different schools. Four metaphor categories were obtained: Map, Foundations, Instructions, Burden.

“Primary School Curriculum is like a Matryoshka": Teacher Candidates’ Perceptions of the Curriculum

“…There are metaphor studies on different subjects at various levels of education and with different participants in the literature. Academicians' perceptions of distance education (Alan, 2021), teachers' perceptions of lesson planning (Alarcón et al, 2019), teacher and school administrators' perceptions of values (Yazar, Özekinci & Lala (2017), pre-service teachers' perceptions of aesthetic (Özalp, 2018), distance education (Atik, 2020), Kemalism (Faiz & Karasu Avcı, 2019), mathematics (Kuzu, Kuzu, & Sıvacı, 2018), reading and writing concepts (Özenç & Özenç, 2018), refugee students (Burak & Amaç, 2021), the role of teachers (Alarcón, Díaz, & Vergara, 2015), school administrators and the education system (Kavracıyıcı, 2021) and universal values (Çelikkaya & Seyhan, 2017) were investigated via metaphors.…”