Teachers’ Metaphoric Perceptions of Covid-19 and School in the Process of Covid-19

Abstract

The study aims to reveal teachers’ perceptions of “Covid-19” and “School in the Covid-19 Process” through metaphors. The differences between the covid-19 perceptions of those who had Covid-19 disease in the participants’ families and those who did not were examined. Phenomenology design, one of the qualitative research methods, was used in the study. Participants consist of a total of 100 teachers, 80 in Hatay and 20 in Gaziantep. The content analysis method was used. It was seen that teachers had 45 different metaphors in the perception of ‘Covid-19’ and were collected in eight categories. The most produced metaphors’ codes related with covid-19 were “Flu”, “Cancer”, “Illness”, “War”, “Flu-pneumonia”. Categories created according to metaphors were “Similar to other diseases”, “Infectiousness”, “Damaging”, “Fatal”, “Uncertainty”, “Social order”, “Immunity”, “Isolating”. Participants created 56 different metaphors in the perception of “School in the Covid-19 Process,” and these metaphors could be gathered in seven categories. The most produced metaphors were “Dangerous zone”, “Abandoned building”, “Pandemic point / Virus slot”, “House”.

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