Prospective teachers' conceptions of teaching and learning revealed through metaphor analysis

Şaban, Ahmet; Koçbeker, Beyhan Nazlı; Saban, Aslıhan

doi:10.1016/j.learninstruc.2007.01.003

Cited by 251 publications

(216 citation statements)

References 24 publications

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“…First, the scaffolding intervention seemed to have promoted teachers' degree of contingent support; this intervention could thus facilitate future scaffolding research. Although scaffolding appeals to teachers' imagination (Saban et al 2007), it is not something most teachers naturally do (Van de Pol et al 2011). Therefore, finding effective ways of promoting teachers' scaffolding is crucial in order to be able to study effects of scaffolding.…”

Section: Discussionmentioning

confidence: 99%

“…In education, scaffolding refers to support that is tailored to students' needs. This metaphor is alluring to practice as it appeals to teachers' imagination (Saban et al 2007). The metaphor, moreover, also appeals to educational scientists: an abundance of research has been performed on scaffolding in the last decade (Van de Pol et al 2010).…”

Section: Introductionmentioning

confidence: 99%

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The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

et al. 2015

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Teacher scaffolding, in which teachers support students adaptively or contingently, is assumed to be effective. Yet, hardly any evidence from classroom studies exists. With the current experimental classroom study we investigated whether scaffolding affects students' achievement, task effort, and appreciation of teacher support, when students work in small groups. We investigated both the effects of support quality (i.e., contingency) and the duration of the independent working time of the groups. Thirty social studies teachers of pre-vocational education and 768 students (age 12-15) participated. All teachers taught a five-lesson project on the European Union and the teachers in the scaffolding condition additionally took part in a scaffolding intervention. Low contingent support was more effective in promoting students' achievement and task effort than high contingent support in situations where independent working time was low (i.e. help was frequent). In situations where independent working time was high (i.e., help was less frequent), high contingent support was more effective than low contingent support in fostering students' achievement (when correcting for students' task effort). In addition, higher levels of contingent support resulted in a higher appreciation of support. Scaffolding, thus, is not 123Instr Sci (2015) 43:615-641 DOI 10.1007/s11251-015-9351-z unequivocally effective; its effectiveness depends, among other things, on the independent working time of the groups and students' task effort. The present study is one of the first experimental study on scaffolding in an authentic classroom context, including factors that appear to matter in such an authentic context.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

et al. 2015

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“…The conceptual categories for teachers' role listed in this paper were adopted from those used by Saban et al (2007) and De Guerrero and Villamil (2000) with the consideration to Wan, Low and Li (2011). The 47 metaphors and the entailments produced by the participants were categorized into 7 categories.…”

Section: Theory and Practice In Language Studies 1661mentioning

confidence: 99%

Examining English Language Teachers through Metaphorical Analysis

Zhang

2016

TPLS

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Abstract-This paper investigated students' conceptualizations of English language teacher. Metaphors play an essential part in understanding of a variety of disciplines and educational issues. It is regarded as a powerful means to examine students' conceptualizations. This study elicited an exploratory angle, describing student participants' conceptualizations of English language teacher through an analysis of metaphors they created in the 'X is Y' format (e.g., "EFL teacher is … because…"). The elicited metaphors were collected, categorized and analyzed. Through the understanding of students' beliefs of English language teacher, it provided insightful suggestions for EFL teaching.

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“…Saban, Koçbeker ve Saban (2007) tarafından yapılan çalışmada öğretmenlerin bilgi sağlayıcı kişiler olarak algılandığı bulgusu, -735 -katılımcılar tarafından öğretmenlerin bilgi kaynağı olarak algılanması sonucuyla paralellik göstermektedir. Yıldırım, Ünal ve Çelik'in (2011) çalışmasında yer alan aydınlatıcı öğretmen temasının, öğretmenlerin ışık saçtığı ve çevresini, öğrencilerini aydınlattığı ifadesi ile çalışmanın bulgusu olan aydınlatıcı kişi teması paralellik göstermektedir.…”

Section: Tartişma Sonuç Ve öNeri̇lerunclassified

Ortaokul Öğrenci̇leri̇ni̇n İngi̇li̇zce Öğretmeni̇ Kavramina İli̇şki̇n Metafori̇k Algilari

Ugur¹

2017

jisr

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ÖzYabancı dil öğrenme sürecinde, öğrenenler tarafından geliştirilen olumlu algılar yabancı dil öğrenimini pozitif yönde etkilerken, olumsuz metaforik algılar ise tam tersi bir sonuç doğurabilmektedir. Dolayısıyla, yabancı dil öğrenenlerin derse yönelik algılarının belirlenmesi oldukça büyük önem arz etmektedir. Bunun yanı sıra, yabancı dil öğrenme sürecinde en büyük paya sahip olan öğretmenlere ilişkin öğrenenlerin ne tür metaforik algılara sahip olduğunu ortaya koymak da önemli bir husustur. Bu bağlamda, araştırmada ortaokul öğrencilerinin "İngilizce öğretmeni" kavramına ilişkin algılarını, metaforlar aracılığıyla belirlemek amaçlanmıştır. Bu amaç doğrultusunda öğrencilere "İngilizce öğretmeni ……… benzer, çünkü…………" şeklinde bir soru sorulmuştur. Çalışmada nitel araştırma desenlerinden araştırmanın doğasına uygun olarak olgubilim deseni kullanılmıştır. Araştırmanın çalışma grubunu, 2015-2016 eğitim öğretim yılında, Kahramanmaraş il merkezindeki bir devlet okulunda öğrenim gören toplam 188 ortaokul öğrencisi oluşturmaktadır. Öğrenciler "İngilizce öğretmeni" ile ilgili olarak 38 metafor üretmişlerdir ve bu metaforlar 11 kategori altına toplanmıştır. Üretilen metaforlar arasında en çok değinilen kavramlar anne-baba, kitap, bilgi sandığı, ağaç ve çiçek yer almaktadır. Bulgular göz önüne alındığında öğrencilerin genel olarak İngilizce öğretmeni kavramına dair olumlu algılarının olduğu belirlenmiştir.Anahtar Kelimeler: İngilizce Öğretmeni, Ortaokul Öğrencileri, Metafor. AbstractDuring the foreign language learning process, positive perceptions developed by learners have a positive effect on foreign language learning while negative metaphorical perceptions can lead to the opposite result. Therefore, it is highly significant to determine the metaphorical perceptions of foreign language learners. It is also of paramount importance to demonstrate what kind of metaphorical perceptions that learners have towards foreign language teachers. Thus, this research aims to determine the perceptions of secondary school students regarding the concept of "English teacher" through metaphors. In this regard, students were asked to complete a prompt "English teacher is like …... because ............". Having a qualitative research model, the research has employed phenomenological design. This research was carried out with 188 secondary school students who study at a state school located within the province of Kahramanmaraş during the academic year of 2015 and 2016. Students produced 38 metaphors for "English teacher" and these metaphors were grouped under 11 categories. Among the metaphors, the most frequently mentioned concepts are parent, book, information board, tree and flower. Research results have revealed that students have positive perceptions regarding the concept of English teacher.

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Prospective teachers' conceptions of teaching and learning revealed through metaphor analysis

Cited by 251 publications

References 24 publications

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

Examining English Language Teachers through Metaphorical Analysis

Ortaokul Öğrenci̇leri̇ni̇n İngi̇li̇zce Öğretmeni̇ Kavramina İli̇şki̇n Metafori̇k Algilari

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