İlkokul Öğretmenlerine Göre İlk Okuma Yazma Öğretimi: Bir Metafor Çalışması

Abstract

In this study, it was aimed to determine the metaphorical perceptions of primary school teachers towards the initial reading writing teaching process. In the study group of the research, which was carried out in a phenomenological design from qualitative methods, maximum diversity was reached among the teachers who met the criterion of having taught the first grade at least once, and the research was carried out with 255 teachers. The form prepared by the researchers was used as a data collection tool. In the form, demographic information and incomplete statements such as "Initial Reading Writing Teaching is similar to ......; Because…..." are included. The data obtained from the research were subjected to content analysis. As a re sult of the research, the metaphors created by the teachers for the initial reading writing teaching were gathered under 5 themes. These themes are "A Challenging Process", "An Enjoyable, Fun and Useful Process", "Process with a Product at the End", "Positive Concrete Object","Individual Difference". It was seen that primary school teachers explained the initial reading writing teaching with the reasons of many metaphors such as the first foundation laid in construction, popcorn, bottomless pit, crossstitch, camel jumping, rainbow, dough leavening, patience stone, carpet weaving, disinfectant. It has been observed that the perceptions of the teachers differ from each other and the metaphors produced come together in different themes according to their years of service. It has been determined that the teachers with 1-10 years of seniority produce more metaphors within the scope of a difficult process, 11-20 years of individual difference, and 21-30 years of experience, which are within the scope of process themes.