Öğretmen Adaylarının “Demokrasi” Kavramına Yönelik Metafor Algıları / Perceptions of Prospective Teachers About the Concept of "Democracy"

Abstract

In this study, it is aimed to reveal the perceptions of 4th grade prospective teachers studying in Kastamonu University with respect to the concept of democracy through metaphors. By giving emphasis on common objectives in line with the metaphors students produced, the inferences were made about what they understand from the democracy and direction of their perceptions. In accordance with the nature of the research, qualitative research design "phenomenological pattern" was used. The study group includes a total of 297 prospective teachers who voluntarily participate the study, including 76 men and 221 women girls studying in the fourth class in Kastamonu University Faculty of Education in the 2016-2017 academic year. A survey form, consisted of 1 open-ended question, was used as data collection tool to set students' perceptions. The participants were asked to fulfil the "Democracy is like …… because ….." expressions featured in the survey form. Data were analyzed with content analysis technique. The data were analyzed by descriptive analysis. In the study, prospective teachers developed 149 different metaphors about the concept of democracy. According to the results obtained in this study, prospective teachers focused on most freedom sun, seesaw, water, balance, tree, equality, bird, life, justice, father, rainbow, sky, shield, breath, train and conscience metaphors. Teacher candidates see the concept of democracy with metaphors that they develop as a factor changing from the point of view. In the study, it was determined that the perception of democracy changed according to gender. In addition, it is seen that prospective teachers perceive democracy as different from each other according to their branches.

Öğretmen Adaylarının “Su Kirliliği” Kavramına Yönelik Metaforik Algılarının Veri Çeşitlemesi Yoluyla Belirlenmesi

“…Bu kategoriler ilgili alan yazın ile benzerlik gösterdiği gibi farklılıklarda göstermektedir. Zaman unsuru (Arık & Yılmaz, 2017), sağlıklı yaşamı tehdit eden unsur (Karakuş, 2013;Arık & Yılmaz, 2017;Doğan, 2017;Köseoğlu, 2017), Kimyasal, biyolojik ve ekolojik unsur (Arık & Yılmaz, 2017), yaşam alanı unsuru (Aydın, 2011;Doğan, 2017;İbret, Recepoğlu, Karasu-Avcı & Recepoğlu, 2018;Bozdemir-Yüzbaşıoğlu, Aşkın-Tekkol & Faiz, 2019), doğal dengenin bozulması ve yıkıcı doğa unsuru (Karakuş, 2013;Köseoğlu, 2017;Gürlen & Köseoğlu, 2019) kategorileri alan yazında yapılan diğer metafor çalışmalarında da ortak olarak belirlenmiştir. Gündelik yaşam, alışkanlıklar ve davranış unsuru, savaş unsuru, inanç unsuru ve aile unsuru ise bu çalışmaya özgün olarak bulunan metafor kategorileridir.…”

Evaluation of the Concept of Democracy from the Perspective of Teacher Candidates

“…Democracy states that the rights of individuals to participate in government should be general and wide-ranging. In addition, democracy includes the rooting of individual freedoms in private law, public law and political law, the diversification and expansion of ideologies, and full respect for minorities even though the majority decision is always valid (Akçalı, 1994;İbret et al 2018). In addition, according to Levin (1998), democracy is a management process in which individuals are politically active, vote for parties with political symbols and ideologies, participate in elections and play an important role in the formation of political parties.…”