Picture This: Multimodal representations of prospective teachers' metaphors about teachers and teaching

Hamilton, Erica R.

doi:10.1016/j.tate.2015.12.007

Cited by 49 publications

(40 citation statements)

References 30 publications

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“…Metaphors such as trainer, pilot, psychologist, guide, referee can be expressed respectively as athlete, airplane, objects directing humans and competitions, and living creatures leading humans. The study of Hamilton (2016), study more than half of the metaphorical images and responses contained and communicated ideas of guides and guiding. According to Morkuiene and Juceviciene (2010), teacher is not only a person that transfers knowledge to student, but she/he is also a manager and inspector of knowledge of student (cited from: Cepelioniene & Ivaskiene, 2014).…”

Section: Resultsmentioning

confidence: 99%

Metaphoric Perception of Gifted Students about Physical Education Course and Physical Education Teachers

Yilmaz¹,

Esentürk²,

Demir³

et al. 2017

JEL

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It is to determine the perception of the gifted students who participate to "Science and Art Center" about "Physical Education Course" and "Physical Education Teachers" via metaphors. The working group of the research consists of 48 students who participate Science and Art Center in 2014-2015 school years. Among the purposive sampling methods, criterion sampling method is used in choosing the working group. In the research, among the qualitative research approaches, phenomenological design is used. The data is gathered by semi-structured metaphor form and gathered data have been subjected to content analysis. It was seen that, toward the physical education, they described it in a way that includes positive qualifications as a good lecture, a mean of freedom, a source of life, an educating activity, a competition area and a natural event. It was determined that generally the students' perception towards physical education teachers are positive and they are described as a mentor, compassionate, fun, capable, knowing, hard-working and strong. It can be said that the students see the physical education more as a mean to have fun, to have great time and to move freely. The physical education teacher is also described as a mentor, compassionate and fun person.

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Section: Resultsmentioning

confidence: 99%

Metaphoric Perception of Gifted Students about Physical Education Course and Physical Education Teachers

Yilmaz¹,

Esentürk²,

Demir³

et al. 2017

JEL

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“…Para el profesor identificamos las metáforas cognitivas-constructivistas del agricultor, la regadera o el jardinero, que representan la emoción positiva del entusiasmo, asociadas a las de las semillas y al crecimiento de las plantas para el alumnado (Hamilton, 2016;Saban, 2006;Seung, Park y Narayan, 2011). El participante C14 representa al profesor que siembra la semilla y cuida las plantas en su crecimiento, para intentar obtener los mejores frutos (figura 6).…”

Section: Metáforas Relacionadas Con Las Emocionesunclassified

Cambios en las emociones y en las metáforas sobre el rol docente y del alumnado, del futuro profesorado de Ciencias de Secundaria, tras las prácticas de enseñanza

Mellado¹,

Montaña²,

Luengo³

et al. 2017

Rev_Eureka_ensen_divulg_cienc

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Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 14 (2), [487][488][489][490][491][492][493][494][495][496][497][498][499][500][501][502][503][504] 2017 A través de un cuestionario de preguntas abiertas y de dibujos, se analiza la evolución de las metáforas personales y emocionales de una muestra de 31 profesores en formación de las especialidades de Física y Química, de Biología y Geología, y de Matemáticas del Máster Universitario en Formación del Profesorado en Educación Secundaria, durante el curso 2012/2013. Para el análisis de las metáforas se aplican cuatro categorías: conductistas-transmisivas, cognitivas-constructivistas, situadas y autorreferenciadas. Las emociones se clasifican en primarias o sociales y en positivas, negativas o neutras. Los resultados indican que la mayoría de los participantes fueron capaces de conceptualizar sus roles de profesor o profesora en términos de metáforas, siendo la mayoría conductistas-transmisivas para el rol del profesor y autorreferenciadas para el alumnado. Al comparar las metáforas, antes y después de las prácticas de enseñanza, se observa que la mayoría de los participantes no cambiaron sus metáforas ni sus modelos didácticos asociados, que ya estaban asentados antes del comienzo del Máster, y ni el Máster ni las prácticas de enseñanza han influido en ellos. En las emocionales el mayor porcentaje de las metáforas correspondió a la categoría cognitiva/constructivista para el rol del profesor y a la categoría autorreferenciada para el alumnado. La mayor parte de las emociones asociadas a las metáforas fueron sociales y positivas, tanto para el profesor como para el alumnado.Palabras clave: Evolución metáforas personales y emocionales; formación del profesorado; secundaria; ciencias. Changes in emotions and metaphors about the role of teachers and students, of Prospective Secondary Science Teachers, after teaching practicesUsing drawings that they were asked to make and their responses to open questions, an analysis was made of the evolution before and after their teaching practicum of the personal and emotional metaphors about themselves as teachers and about their pupils' role of a sample of 31 prospective science teachers. The participants were students of a Science and Mathematics Master's degree course in Secondary Teacher Education during the 2012/2013 academic year. The metaphors were classified into four categories -behaviourist-transmissive, cognitivist-constructivist, situative-socio-historical, and self-referential -and the emotions were classified as primary or social, and positive, negative, or neutral. It was found that most of the prospective teachers were able to conceptualize their roles in the form of metaphors, most of which were behaviourist-transmissive for the teacher's role and self-referential for that of the pupils. Comparison of the results before and after the teaching practicum showed no change in most of the participants' the metaphors and associated models. Instead, these were already firmly set at the beginning of the Ma...

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“…Research addressing problems experienced in teacher training has in recent years grown in importance across the world (C. S. Alemdağ & Öncü, 2015;Caz & Tunçkol, 2013;Hamilton, 2016;Hein, Koka, & Hagger, 2015;Maciulevičienė & Gedvilienė, 2014;Reeves & Lowenhaupt, 2016;Yazıcı & Altun, 2013). Especially the first years of service have significant effects on the professional development of teachers (Paquette & Rieg, 2016;Sharplin, O'Neill, & Chapman, 2011).…”

Section: Introductionmentioning

confidence: 99%

The Role of Physical Activity in Psychological Resilience

Özkara

Kalkavan

Alemdağ

et al. 2016

Baltic Journal of Sport and Health Sciences

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Background. Existing research indicates that both teachers and prospective teachers who are physically active in comparison with inactive generally easier cope with physical and psychosocial problems. This topic, particularly psychosocial development of individuals and their participation in sports, has attracted the attention of researchers in recent years. There are a lot of studies on this issue, but less is known about the relationship between physical activity participation and psychological resilience. Therefore, the purpose of this study was to determine the association between experience of physical activity and psychological resilience of prospective teachers according to some variables.Methods. A sample of 331 last year student teachers (134 females and 197 males) who study at the Faculty of Education at Karadeniz Technical University in Northeast Turkey was evaluated. We used Childhood and Adolescence Physical Activity Levels Questionnaire to determine the physical activity experience. Besides, we applied the Brief Resilience scale to analyse the psychological resilience. The data was analysed by using the Pearson's Correlation Coefficient, Simple Linear Regression and Independent Sample t-Test.Results. The research findings show that there was positive and significant relationship between psychological resilience and physical activity experience of prospective teachers. Regression analysis revealed that participation of physical activity was found to be significant predictors of resilience. In addition, both physical activity levels and resilience of prospective teachers with respect to gender, department and licensed sports participation status were found significant.Conclusions. Physical activity has numerous beneficial psychological effects. Furthermore, current research results suggest that experiences of physical activity play a role in psychological resilience of prospective teachers. It was also concluded that prospective teachers should be encouraged to participate in physical activity. The development of this aspect of the policy can contribute to psychological resilience of prospective teachers.

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Picture This: Multimodal representations of prospective teachers' metaphors about teachers and teaching

Cited by 49 publications

References 30 publications

Metaphoric Perception of Gifted Students about Physical Education Course and Physical Education Teachers

Metaphoric Perception of Gifted Students about Physical Education Course and Physical Education Teachers

Cambios en las emociones y en las metáforas sobre el rol docente y del alumnado, del futuro profesorado de Ciencias de Secundaria, tras las prácticas de enseñanza

The Role of Physical Activity in Psychological Resilience

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