Examining EFL Teacher Candidates’ Conceptions of English Language Teachers through Metaphors

Arslan, Fadime Yalcin; Cinkara, Emrah

doi:10.21547/jss.265494

Cited by 4 publications

(5 citation statements)

References 25 publications

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“…When we look at the findings related to teacher, student, parent, school, school principal, curriculum and teaching materials concepts as the inputs of the education system, it was observed that PFCP and education faculty students provided very similar responses to each other except the curriculum concept, and these responses were found to be positive except parent and school concepts. The findings related to the concept of teacher are similar to those reported in many other studies (Çocuk, Yokuş & Tanrıseven, 2015;Ekiz & Koçyiğit, 2013;Ma & Gao,2017;Pektaş & Kıldan, 2009;Polat, 2013;Saban, 2004;Saban, Koçbeker & Saban, 2006;Yalçın Arslan & Cinkara, 2016). Especially in the study carried out by Saban, Koçbeker & Saban (2006), the prospective teachers of English described "guide and advisor" roles of teachers through counsellor, light, chief conductor, mother, compass and leader metaphors.…”

Section: Discussion Conclusion and Implementationsupporting

confidence: 89%

“…In the studies that investigated perceptions of prospective teachers on Turkish education system, the system has been dealt with either as a whole (Kasapoğlu, 2016;Örücü, 2014) or based on the constituents of the system including the concepts of teacher (Çocuk, Yokuş & Tanrıseven, 2015;Ekiz & Koçyiğit, 2013;Ma & Gao,2017;Pektaş & Kıldan, 2009;Polat, 2013;Saban, 2004;Saban, Koçbeker & Saban, 2006;Yalçın Arslan & Cinkara, 2016), student (Bozkl,2002;Saban, 2009;Sezgin, et al 2014;Hoffman & Kretovics,2004), school (Aydoğdu, 2008;Cerit, 2006;Inbar, 1996;Mahlios & Maxon, 1998;Saban, 2008;Örücü, 2014;Özdemir, 2012), school principal (Günbayı, 2011;Konan & Yılmaz, 2016;Yalçın, 2011), curriculum (Gültekin, 2013;Örten & Erginer, 2016;Özdemir, 2012), materials (Eren & Tekinaslan,2013), classroom management (Akar & Yıldırım, 2009), assessment and evaluation (Acar Güvendir & Özer Özkan, 2016;Harris, Harnett & Brown,2009;Karaşahinoğlu, 2015;Tatar & Murat,2011;Tekinarslan, 2013;Taşdemir & Taşdemir,2016), ethics (Altınkurt & Yılmaz, 2011;Dinç, 2016;Gençoğlu, 2015;Mısırlı, 2016) were handled one by one. However, another important point of this study is to discuss all the concepts of t...…”

Section: Significance Of the Studymentioning

confidence: 99%

“…Eğitim sisteminin girdi boyutunda yer alan öğretmen, öğrenci, veli, okul, okul müdürü, öğretim programı ve öğretim materyalleri ile ilgili bulgulara bakıldığında öğretim programı dışında PFSP ve eğitim fakültesi öğrencileri birbirine çok yakın cevaplar verdiği ve bu cevapların veli ve okul kavramları dışında olumlu olduğu görülmüştür. Öğretmen kavramı ile ilgili sonuçlar alanda yapılmış birçok çalışma (Çocuk, Yokuş & Tanrıseven, 2015;Ekiz & Koçyiğit, 2013;Ma & Gao,2017;Pektaş & Kıldan, 2009;Polat, 2013;Saban, 2004;Saban, Koçbeker & Saban, 2006;Yalçın Arslan & Cinkara, 2016) ile benzerlik göstermektedir. Özellikle Saban, Koçbeker ve Saban'ın (2006) İngilizce öğretmeni adaylarının öğretmenlerin "yol gösterici ve yönlendirici" rolünü bu çalışmaya dahil olan İngilizce öğretmeni adayları da rehber, ışık, orkestra şefi, anne, pusula ve lider metaforları ile tanımlamıştır.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

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Metaphorical perceptions of prospective EFL teachers related to Turkish education system

Özmantar

Arslan

2018

Pegegog

Self Cite

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This study aims to determine prospective teachers’ perceptions on the basic concepts of the education system in terms of its inputs, processes and outputs through metaphors. Phenomenological analysis was used. The participants were senior students from Gaziantep University, English Language Teaching (ELT) department and pedagogic formation program students from the English Language and Literature (ELL) department. The data were collected by asking about metaphorical perceptions related to the concepts of student, parent, school, school principal, curriculum, teaching materials, principles and methods of teaching, assessment and evaluation, ethics, class management, success and graduate students. Content analysis was employed for analysis. Teacher candidates produced 528 valid metaphors related to 13 concepts of education system. Out of these, 269 metaphors were positive, 109 were negative and 150 were related to basic features of education system. While 34 prospective teachers from ELL department produced 338 metaphors, 18 prospective teachers from ELT department produced 190 metaphors. The perceptions of teacher candidates in both groups were similar in terms of teacher, student, parent, school principal, teaching materials, ethics, and success. While ELL department students identified the concepts of school and graduate more positively, ELT department students described curriculum and classroom management more positively.

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Section: Discussion Conclusion and Implementationsupporting

confidence: 89%

Section: Significance Of the Studymentioning

confidence: 99%

Section: Tartışma Sonuç Ve öNerilerunclassified

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Metaphorical perceptions of prospective EFL teachers related to Turkish education system

Özmantar

Arslan

2018

Pegegog

Self Cite

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“…There are several studies on how the concept of "teacher" is perceived by the students, pre-service teachers, administrators and the shareholders in the literature (Cerit, 2008;Çakmak, 2021;Çelikten, 2006;Oğuz, 2009;Peretz, Mendelson and Kron, 2003;Sökmen, Kılıç and Yıldırım, 2020;Yalçın-Arslan and Cinkara, 2016). Most of these studies, which adopted a qualitative research method, were conducted without reaching a large number of people.…”

Section: Introductionmentioning

confidence: 99%

An Investigation into the Prospective EFL Teachers Conceptions Regarding Teaching and Learning and Metaphorical Conceptualizations for Teacher Roles

Sıvacı

2025

kalem

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This study’s goal was to scrutinize the relationship between prospective English language teachers’ conceptions concerning teaching and learning process and metaphorical perceptions regarding their roles as language teachers. A correlational survey model was adapted in the study. The participants of the study involve 120 prospective EFL teachers at a foundation university in the 2021-2022 academic year. Data were gathered by administering the ‘Teaching and Learning Conceptions” and “Teacher Metaphor’ scales. As for the analysis the data, a series of statistical analysis through SPSS was done. At first, descriptive statistics and correlation analysis were presented and then multiple regression analysis were done. The findings showed that, prospective EFL teachers mostly prefer a constructivist approach and define their role as “guide” and “goal-oriented” teachers, while teachers who follow a traditional approach were seen as “disciplinarian-protective” teachers.

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“…For example, while in some studies EFL teachers' knowledge provider roles were featured (Kavanoz, 2016;Yalçın-Arslan & Cinkara, 2016), in some others, they were mainly identified through their roles as a guide (Yeşilbursa, 2012;Sayar, 2014). Each metaphor, and by extension, each study of metaphor can communicate only a part of the complexity of the phenomenon and classroom realities (Marshall, 1990).…”

Section: Introductionmentioning

confidence: 99%

A Meta-summary of the Research on Metaphors Regarding Turkish EFL Teachers’ Roles

Demir

2018

ALLS

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This meta-summary set out to provide an overarching comprehension of the metaphorical conceptualizations with regard to Turkish EFL teachers' roles. Following the searches in a large number of international and national databases, and the setting of specific criteria for inclusion, eight research papers remained for investigation. The data analysis followed a theory-driven deductive approach to thematic analysis, by adopting the framework offered by Saban, Koçbeker and Saban (2006). After the transformation and standardization of the data sets in the related studies, it was found out that Turkish EFL teachers are most characterized by knowledge provider, and then facilitator/scaffolder roles. These are followed by nurturer/cultivator and archetype of Conflicts of interest: None Funding: None Key words:Metaphors, EFL Teachers, Teacher Roles, Education, Meta-summary spirit roles. Among the least associated roles with these teachers were superior authority figure, molder and agent of change. When intergroup differences of the perceptions are examined, the ELT student teachers and English learners conceptualized Turkish EFL teachers mainly as knowledge provider followed by facilitator/scaffolder, whereas the teachers tended to assign themselves the role of a facilitator/scaffolder most, followed by leader, knowledge provider, and entertainer.

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Examining EFL Teacher Candidates’ Conceptions of English Language Teachers through Metaphors

Cited by 4 publications

References 25 publications

Metaphorical perceptions of prospective EFL teachers related to Turkish education system

Metaphorical perceptions of prospective EFL teachers related to Turkish education system

An Investigation into the Prospective EFL Teachers Conceptions Regarding Teaching and Learning and Metaphorical Conceptualizations for Teacher Roles

A Meta-summary of the Research on Metaphors Regarding Turkish EFL Teachers’ Roles

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