Prospective teachers' metaphoric perceptions regarding the teacher educator

Abstract

The aim of the present study is to determine the meanings that prospective teachers attribute to the concept of teacher educator through metaphors. The study has been designed with a phenemenological approach. The study group has been composed of 272 prospective teachers studying at the education faculties of three different universities in Turkey. The prospective teachers were asked to complete the following sentence: "A teacher educators is ......... because ......, and the metaphors they used were analyzed with content analysis approach. As a result of the analysis done, the metaphors were categorized under two main themes as positive and negative ones. The themes for the positive aspects of lecturers are "guiding, source of information, open to learn and develop oneself, passionate, hardworking, model, shaping the future, critical thinking, valuing their profession and students" while the themes for the negative metaphors are "not fulfilling the teaching responsibility effectively, not developing oneself/not being open to development, thinking themselves superior to students, authoritarian, not being open-minded, discriminating, not having an effective communication with students, resorting to psychological violence against students, acting for the benefit of themselves, complying with the system/submissive and exploiting the students". That there are negative metaphors for the teacher educators besides the positive ones indicate that the qualities of teacher educators should be questioned for a quality teacher education.

Ortaokul Öğrencilerinin Müzik Dersi ve Müzik Öğretmenine İlişkin Algılarının Metaforik Analizi

“…Nitekim ilgili çalışmalar incelendiğinde çeşitli derslere ilişkin algıların metaforlar aracılığıyla analiz edildiği çalışmalara (Çifçi, 2015;Demirci-Güler, 2012;Dinç-Altun, 2014;Dumanlı-Kadızade, 2014;Mertol, Doğdu ve Yılar, 2013;Mete, 2013;Umuzdaş ve Umuzdaş, 2013) rastlanmaktadır. Ayrıca öğretmenle ilgili algıların metaforlar aracılığıyla analiz edildiği çalışmalar da (Afacan, 2011;Bahar-Güner, Tunca, Alkın-Şahin ve Oğuz, 2015;Cerit, 2008;Çulha-Özbaş, 2012; Çulha-Özbaş ve Aktekin, 2013; Ekiz ve Koçyiğit, 2013; Eminoğlu-Küçüktepe ve Gürültü, 2014; Kalyoncu, 2012;Koç, 2014;Oflaz, 2011;Saban, 2004Saban, , 2011Şengül, Katrancı ve Gerez-Cantimer, 2014; Wells-Yalçın, 2015; Zeren, 2015) mevcuttur. Bazı çalışmalarda da hem ders hem de o dersin öğretmenine ilişkin algıların metaforlar yoluyla analiz edildiği (Ada, 2013;Akça-Berk, Gültekin ve Çençen, 2015;Soysal ve Afacan, 2012) görülmektedir.…”

Innovative Teacher: From the Perspectives of Pre-Service Foreign Language Teachers

“…Besides, in related literature, innovative teachers are often indicated as the teachers who have awareness of self-development and self-renewal abilities (Bakır, 2022;Tezcan, 2019;Bahar-Güner, Tunca, Alkın-Şahin, & Oğuz, 2015). These characteristics are emphasized in that they are prone to some factors, such as information technologies, learning, development, and collaboration, but can overcome them by pursuing and reflecting on their lessons (Kocasaraç, 2018).…”

“…In literature, this feature is defined as guiding the learning lives of learners in terms of teachers' responsibilities and duties (Yanpar-Yelken, 2017). According to the supporting findings in the literature, innovative teachers were frequently described as those who supported individual development, offered alternative ways, and took students forward, guiding them for the future (Çulha-Özbaşı & Aktekin, 2013;Bahar-Güner, Tunca, Alkın-Şahin, & Oğuz, 2015;Duman, 2018;Yalçın-Wells, 2015;Saban, 2004). This finding is also consistent with the findings of "Preparing Students for the Future" by Kocasaraç (2018) based on the qualities of innovative teachers.…”

How Primary School Students Perceive Primary School Teacher Exchange?

“…Özellikle ilkokulda, aileden sonra çocuğun en çok zaman geçirdiği, en önemli kişinin öğretmen olduğu dikkate alındığında, öğrencilerle öğretmenleri arasındaki bağın önemi kendiliğinden ortaya çıkmaktadır (Aykaç, 2012). Alanyazın (Altan, 2014;Bahar Güner, Tunca, Alkın Şahin ve Oğuz, 2015) incelendiğinde, öğretmen-öğrenci ilişkisinin akademik ve sosyal gelişim açısından en etkili olduğu öğretim kademesinin ilkokul olduğu; diğer bir deyişle bu düzeyindeki en önemli eğitim sistemi bileşeninin sınıf öğretmeni olduğu görülmektedir. Örneğin Altuner ve Başaran (2017) yapmış oldukları çalışmada ilkokul öğrencilerinin sınıf öğretmenlerini anne-babası gibi gördükleri; sınıf öğretmenini her açıdan örnek aldıkları; onlara son derece güvendikleri ve onlara duygusal olarak güçlü bir şekilde bağlandıkları sonucuna ulaşmışlardır.…”