Racing in the Marathon or Traveling to a Mysterious Place: Prospective Primary Teachers’ Conceptions of Experienced and Ideal Learning

Şaban, Ahmet; Koçbeker-Eid, Beyhan Nazli; Saban, Aslıhan

doi:10.12738/estp.2014.3.1699

Cited by 13 publications

(13 citation statements)

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“…"This technique requires a detailed line-by-line analysis in order to generate the conceptual categories of the study (with their properties and dimensions) and to suggest relationships among them" (Saban, Koçbeker &, Saban, 2014, p. 1017. In this respect, the following four stages were followed in the analysis of the obtained data from the research: 1) Labeling and eliminating stage.…”

Section: Discussionmentioning

confidence: 99%

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A Metaphorical Study: EFL Teachers' Concepts of "Standard", "Standards for Quality EFL and International Teacher"

Erişen¹

2015

IOJES

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Delving into the multifaceted functions of EFL teaching, such concepts of global society as lingual and cultural diversity in the center of education manifest a big challenge for EFL. To deal with these demands on the teachers starts with setting the minimum level of practice expected of trainees and teachers: standards. Within this respect, this study was conducted to explore EFL teachers' metaphorical images about the concepts of "standard", "quality EFL teacher", "standards for quality EFL teacher" and "international teacher". 82 EFL teachers working in the Anatolian part of Istanbul in 2014-2015 academic year participated in the study. Data was collected through a form in which teachers were asked to produce a metaphor about each of the four mentioned concepts. Collected data was analyzed by using "content analysis technique". As a result, teachers were found to produce such metaphors about standards as a star, a scale, a book, a recipe to attract attention to the guiding nature of the standard to do the best. As result of the analysis of the metaphors in categories, teachers were also found to see quality EFL teacher as a multidimensional person, a lifelong learner, a guide and a multicultural domain. Moreover, they emphasized the facilitating impact of the standards on the quality of teaching service performed by EFL teachers. Participant teachers also stressed the cultural dimension of being an international teacher by resembling international teacher to a bridge between the local (national) and the universal cultures as a self sacrificing professional attempting to light the way for the students by keeping to be updated.

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Section: Discussionmentioning

confidence: 99%

“…As suggested by Saban, Koçbeker & Saban (2014) they "should not only focus on transferring information about teaching and learning" (p. 1029). As one of the strongest part of the results of this study, language learning was seen as the cultural transmission.…”

Section: Implications Of the Studymentioning

confidence: 99%

A Metaphorical Study: EFL Teachers' Concepts of "Standard", "Standards for Quality EFL and International Teacher"

Erişen¹

2015

IOJES

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“…Several previous studies have investigated the emotional perceptions of teachers and prospective teachers through self-created metaphors (Maxwell, 2015;Saban, 2011;Saban et al, 2014;Thomas and Beauchamp, 2011). From such studies, it is known that perceptions of teachers regarding their students affect their metaphors (Ben-Peretz et al, 2003;Saban, 2010).…”

Section: Teachers' and Prospective Teachers' Metaphors In Educationmentioning

confidence: 99%

An analysis of teachers perceptions through metaphors: Prospective Turkish teachers of science, math and social science in secondary education

Akçay¹

2016

Educ. Res. Rev.

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“…Öğrencilerin okuma yazma kavramına ilişkin geliştirmiş oldukları algıları metaforlar aracılığıyla tespit edilip yine metaforlar aracılığıyla değiştirilip okuma yazma öğretiminin etkililiği sınıf öğretmenleri tarafından artırılabilir. Saban (2008)"ın metaforlar zihinsel imgeleri açığa çıkarmada, anlama ve değiştirmede güçlü bir "pedagojik araç" olarak kullanılabilir, görüşü de bu düşünceyi destekler niteliktedir.…”

Section: │152unclassified

İlkokul Bi̇ri̇nci̇ Sinif Öğrenci̇leri̇ni̇n Okuma Ve Yazmaya Yükledi̇kleri̇ Anlamlar: Bi̇

Köksal¹

2016

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Çalışmada ilkokul birinci sınıf öğrencilerinin "okuma-yazma" kavramına ilişkin metaforlarının ortaya konulması amaçlanmış ve çalışmanın yöntemi nitel olarak desenlenmiştir. Araştırmanın örneklemini maksimum çeşitliliğe dayalı örneklem yoluyla seçilen 112 birinci sınıf öğrencisi oluşturmuştur. Verilerin toplanmasında görüşme formu kullanılmıştır. Görüşme formunda katılımcıların okuma yazmaya yönelik oluşturdukları metaforları belirlemeye yönelik; "Okuma yazmayı neye benzetirsin, Neden?, Okuma yazma bilen bir insan sence neye benzer, Neden?, Okuma yazma bilmeyen bir insan sence neye benzer, Neden?" şeklinde 3 adet soru yöneltilmiştir. Görüşme formlarıyla elde edilen verilere, sırasıyla; verilerin kodlanması, temaların bulunması, verilerin kodlara ve temalara göre düzenlenmesi ve tanımlanması, verilerin yüzdelerle ifade edilmesi, metafor veya yüklenen anlam sıklığının hesaplanması ve tablolaştırılması, bulguların yorumlanması, sonuç ve önerilerin sunulması işlemleri yapılmıştır. Araştırma sonucunda birinci sınıf öğrencilerinin okuma yazmaya ve okuma yazma bilen insanlara karşı olumlu metaforlar geliştirdikleri; okuma yazma bilmeyen insanlara ise olumsuz metaforlar geliştirdikleri görülmüştür.

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Racing in the Marathon or Traveling to a Mysterious Place: Prospective Primary Teachers’ Conceptions of Experienced and Ideal Learning

Cited by 13 publications

References 0 publications

A Metaphorical Study: EFL Teachers' Concepts of "Standard", "Standards for Quality EFL and International Teacher"

A Metaphorical Study: EFL Teachers' Concepts of "Standard", "Standards for Quality EFL and International Teacher"

An analysis of teachers perceptions through metaphors: Prospective Turkish teachers of science, math and social science in secondary education

İlkokul Bi̇ri̇nci̇ Sinif Öğrenci̇leri̇ni̇n Okuma Ve Yazmaya Yükledi̇kleri̇ Anlamlar: Bi̇

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