Students and Teachers’ Metaphors about Classroom Teachers

Abstract

The purpose of this study is to identify the metaphors that primary, secondary and high school students and classroom teacher candidates and the classroom teachers have regarding their primary school classroom teachers. The phenomenology pattern as one of the qualitative research methods was used in the research. The study group was determined by the purposeful criterion sampling method. The basic criterion in the research is that the participants are in the final grade of elementary, secondary, high school and are in the undergraduate 3rd and 4th grade students classroom teachers education program, and the class teachers who are still working. Participants' answers to the question “My primary school teacher is like ... Because ...” were analyzed both by qualitative and quantitative research methods. According to the findings of the study, 167 metaphors were produced and they were grouped under ten conceptual categories. There were no significant differences in these 10 conceptual categories regarding the elementary, secondary and high school students, university students and classroom teachers. Obtained results point out that the influences of the teachers on the individuals are evident. These results may be shared with faculties of education and help to give the teacher candidates a proper training for educating their students with positive attitudes in the future.

Chinese Students’ Metaphorical Descriptions of Thai Teachers at a Thai University

“…However, the issues of motivation and guardian/protector were found only in the positive "people" metaphors; while the issue of emotion was excluded. These results revealed that most of the Chinese students' metaphors of Thai teachers were different from the previous studies (Yilmaz, 2018;Jitpranee, 2017;Zhang, 2016Zhang, , Şimşek, 2014Nikitina & Furuoka, 2008) as indicated by their different point of views of their teachers based on their individual perceptions, learning experiences, and cultures. One of the interesting metaphors related to Chinese culture was that the teachers were like a "friend".…”

“…Metaphor analysis has many advantages in education and non-education contexts, especially concerning the reflection of understanding and perception toward some particular things or events. As remarked by Yilmaz (2018), metaphors enable the speakers to express their feelings and thoughts, make information confidential and reliable, present the holistic knowledge and understanding of a particular thing, exemplify common behaviors, and reflect understanding of social and cultural processes through a figurative language. Cameron and Maslen (2010) noted that metaphors help people in the community understand each individual's attitudes and emotions.…”

“…Previous studies of metaphor analysis emphasized various perspectives of metaphors, including teacher metaphors (Carter & Pitcher, 2010;Yesilbursa, 2012;Kamberi, 2014;Şimşek, 2014;Akinoglu & Eren, 2016;Ural et al, 2016;Yilmaz, 2018), learners' metaphors of teachers (Nainby & Fassett, 2008;Nikitina & Furuoka, 2008;Kesen, 2010;Kitikanan, 2010;Ishiki, 2011;Mouraz et al, 2013;Kamberi, 2014;Bas & Bal-Gezegin, 2015;Su, 2015;Effendi, 2016;Ural et al, 2016;Zhang, 2016;Jitpranee, 2017;Yilmaz, 2018), and others (e.g. Zhang & Song, 2010;Lowery, 2013).…”

“…Regarding teacher metaphors, earlier studies have focused on English teachers in terms of pedagogical perspectives (Carter & Pitcher, 2010), professional role identities (Yesilbursa, 2012), language teaching and learning (Kamberi, 2014;Şimşek, 2014;Ural et al, 2016), scientific knowledge (Akinoglu & Eren, 2016), and teachers themselves (Yilmaz, 2018). For learners' metaphors of teachers, available literature has emphasized matters of students' perceptions toward English teachers (Bas & Bal-Gezegin, 2015;Zhang, 2016;Jitpranee, 2017), English learning (Ishiki, 2011;Su, 2015), English language course books (Kesen, 2010), English courses (Kitikanan, 2010), non-English language teachers (Nikitina & Furuoka, 2008), and teaching and learning processes (Mouraz et al, 2013;Kamberi, 2014;Ural et al, 2016).…”

Strengthening Professional and Spiritual Education through 21st Century Skill Empowerment in a Pandemic and Post-Pandemic Era

“…In line with Sözer and Sel (2020) metaphor has a strong impact on the process of educational analysis. Educational implementation can also be mapped strongly through educational metaphors (Yilmaz 2017). In addition to helping to uncover phenomena that occur in the educational process, metaphors also make it easier to find a point of view on how concepts build individuals (Kozikoğlu 2017), and provide a strong mapping in determining basic perceptions of concepts and conceptual frameworks that are constantly changing (Lavasani and Khandan 2018).…”