Evolution of the personal teaching models of prospective secondary school science teachers as expressed through metaphors

Mellado, Lucía; Montaña, Juan Luis de la; Luengo, María Rosa; Bermejo, María Luisa García

doi:10.1007/s11422-018-9856-2

Cited by 2 publications

(8 citation statements)

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“…Comparison of the two sets of results showed that 63.0% of participants for the teacher's role and 81.5% for the pupils' role did not change their metaphors and associated models. This result is consistent with the results of previous empirical studies that analyse similar samples of secondary school teachers in training in other specialties, such as science or educational guidance, in which 76.7 and 66.6% did not change the metaphors for the teacher's role, respectively (Mellado et al, 2016(Mellado et al, , 2018. These findings are indicative of the difficulty the prospective teachers have in changing their metaphors and associated teaching models because these are already firmly settled when they begin their Teacher Education Master's course and remained uninfluenced by either the course or the practice teaching.…”

Section: Resultssupporting

confidence: 92%

“…The greatest percentage of pupil role metaphors pre-test corresponded to the behaviourist/transmissive category, followed by cognitivist/constructivist; however, in the post-test, the greatest percentage of pupil metaphors corresponded to cognitivist/constructivist, followed by behaviourist/transmissive and self-referential. In both questionnaires, the lowest percentage of pupil role metaphors corresponded to the situative/socio-historical category, a result that coincides with samples of other specialities ( Mellado, 2017 ). For the pupil metaphors in the post-test, there was an increase in the percentage of cognitivist/constructivist and behaviourist/transmissive and a decrease in the self-referential, with the situative/socio-historical metaphors showing just a slight increase.…”

Section: Discussionsupporting

confidence: 78%

“…In previous studies (Brígido et al, 2013;Mellado et al, 2016Mellado et al, , 2018, we analysed the teacher's emotions, grouped in primary/social and positive/negative. To assign an emotion to one of the categories, the metaphors' drawings and the reasons given by the participants were examined and discussed among the researchers.…”

Section: With What Metaphors Do You Identify Pupils In Relation Tomentioning

confidence: 99%

“…This study was a result of a bigger inter-disciplinary research project conducted by an inter-university team, which investigates teachers of different specialties and levels. Although the samples and the methodology are specific for each study, the theoretical framework is common and has already been described in previous works (Mellado et al, 2016(Mellado et al, , 2018.…”

Section: Introductionmentioning

confidence: 99%

“…Numerous studies have used teachers’ metaphors as a methodological tool to analyse their beliefs about teaching and learning ( Guerrero and Villamil, 2002 ; Cassel and Vincent, 2011 ; Szukala, 2011 ; Duru, 2015 ; Seung et al, 2015 ; Kavanoz, 2016 ). Previous researches with a focus on pre-service secondary teachers of different specialties ( Stofflett, 1996 ; Mellado et al, 2012 ; Mellado et al, 2016 , 2018 ) show that the metaphors were not associated with specific content, but were an expression of a general vision of teaching and the role of the teacher, formed from the students’ own experiences as pupils at school ( Briscoe, 1991 ).…”

Section: Introductionmentioning

confidence: 99%

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Evolution of Prospective Secondary Education Economics Teachers’ Personal and Emotional Metaphors

2021

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This study examines personal and emotional metaphors of prospective economics teachers about the roles they themselves as teachers and their pupils would play by analysing their drawings and responses to open questions. This is a longitudinal study that analyses the evolution of future instructors using two periods: before and after their teaching practicum. Metaphors are categorised into four classes: behaviourist/transmissive, cognitivist/constructivist, situative/socio-historical, and self-referential. The categories for emotions are primary or social and positive, negative, or neutral. The results show that the highest percentage of metaphors for the teacher’s role in both questionnaires were cognitivist/constructivist. Comparison of the findings before and after the teaching practicum revealed no changes in most of the participants’ metaphors and associated models. The analysis also reveals that among those who change, the tendency is to evolve towards more pupil-centred metaphors and associated models. The most common pupil metaphors are behaviourist and cognitivist, increasing after the practicum. Finally, most of the emotions expressed are positive and social, also increasing after the practicum.

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Section: Resultssupporting

confidence: 92%

Section: Discussionsupporting

confidence: 78%

Section: With What Metaphors Do You Identify Pupils In Relation Tomentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Evolution of Prospective Secondary Education Economics Teachers’ Personal and Emotional Metaphors

2021

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“Mülteci̇ Öğrenci̇ler Kanadi Kirik Kuşlar Gi̇bi̇di̇r”: Öğretmen Adaylarinin Mülteci̇ Öğrenci̇ Algilari

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Amaç

2021

Milli Eğitim Dergisi

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Son yıllarda başta Suriyeliler olmak üzere milyonlarca insan mülteci olarak yaşamlarını Türkiye'de devam ettirmek durumunda kalmıştır. Mültecilerin pek çok ihtiyacı gibi eğitimleri de karşılanmakta, mülteci öğrenciler Milli Eğitim Bakanlığı bünyesindeki okullarda Türk öğretmenler tarafından eğitilmektedir. Bu yeni durumu yönetebilecek öğretmenlerin yetiştirilmesi oldukça önemlidir. Öğretmen adaylarına bu yeni durumu yönetebilecek yeterlilikleri kazandırmak için öncelikle mülteci öğrencilerle ilgili algılarının belirlenmesi gerekmektedir. Zira öğretmen adaylarının mülteci öğrencilere yönelik algıları, bu öğrencilere karşı yaklaşımlarını belirleyen önemli bir göstergedir. Bu araştırmanın amacı metaforlar aracılığıyla öğretmen adaylarının mülteci öğrenci kavramı hakkındaki algılarını belirlemektir. Bu amaç doğrultusunda çalışma nitel araştırma yaklaşımda fenomenoloji araştırması olarak desenlenmiştir. Araştırmanın çalışma grubunu Güneydoğu Doğu Anadolu Bölgesindeki bir üniversitenin eğitim fakültesinde farklı bölümlerde öğrenim gören 132 öğretmen adayı oluşturmuştur. Araştırma verileri "Mülteci öğrenci … gibidir/benzer. Çünkü…" sorularının yer aldığı bir form kullanılarak elde edilmiştir. Veriler, fenomenolojik analiz yaklaşımıyla çözümlenmiştir. Analizler sonucunda öğretmen adaylarının mülteci öğrenciler konusunda 86 geçerli metafor ürettiği belirlenmiştir. Öğretmen adaylarının ürettiği metaforların "Dezavantajlı Bir Grup Olarak Mülteci Öğrenciler", "Fırsat Eğitimi Olarak Mülteci Öğrenciler", "Sorun Olarak Mülteci Öğrenciler" ve "Geçici Bir Durum Olarak Mülteci Öğrenciler" temaları altında toplandığı saptanmıştır. Araştırma bulgularına göre öğretmen adaylarının mülteci öğrencilere karşı algılarının çoğunlukla olumlu olduğu görülmüştür. Araştırma sonuçlarından yola çıkarak öğretmen ve mülteci eğitimi bağlamında öneriler sunulmuştur.

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Evolution of the personal teaching models of prospective secondary school science teachers as expressed through metaphors

Cited by 2 publications

References 54 publications

Evolution of Prospective Secondary Education Economics Teachers’ Personal and Emotional Metaphors

Evolution of Prospective Secondary Education Economics Teachers’ Personal and Emotional Metaphors

“Mülteci̇ Öğrenci̇ler Kanadi Kirik Kuşlar Gi̇bi̇di̇r”: Öğretmen Adaylarinin Mülteci̇ Öğrenci̇ Algilari

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