Pre-service Teachers’ Perceptions on being a Teacher through a Metaphoric Perspective

Erden, Hale

doi:10.1080/09720073.2016.11891999

Cited by 3 publications

(3 citation statements)

References 55 publications

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“…Lastly, in the third situation, that is, in the intrapersonal dimension, it appears that a sort of individual introspection begins to form in the participants and it is reflected in their narratives. The introspection makes them aware of the complexity that comes with the building of their teacher identity, but it also helps them to describe and make visible what is unexpressed in them and that by sharing it with the group (Wenger, 2002) they manage to find new meanings (Ching-Leung et al, 2019), senses and metaphors (Erden, 2016;Schaefer & Clandinin, 2019) for their academic career, reinforcing their sense of identity independence. Consequently, it leads them towards a permanent state of exploration (Arraiz et al, 2016), one that, within the psychological perspective of narrative therapy (Granados et al, 2017), has been highlighted as a valuable internal flourishing, necessary to establish a human completeness.…”

Section: Discussionmentioning

confidence: 99%

Greek Myths to Co-Build Teacher Identity: Perceptions of Students in the Master of Education Research

Giner-Gomis¹,

Martínez²,

Cabezas³

et al. 2022

INT J EDUC METHODOL

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<p style="text-align: justify;">The objective of this study was to promote the use of metaphorical stories based on classical Greek myths in academic teacher training. The aim is to favour processes of personal assemblage and the constitution of teacher identity. Based on 8 classical myths, 4 of them featuring a female character and another 4 a male character, the group of participants narrated positive as well as disappointing experiences they had lived through during their academic training. Moreover, they selected the myths, among those proposed, that provided the metaphors that best described their specific personal trajectories. Adopting a qualitative approach, we followed a narrative-biographical tradition and collected 37 stories. This narrative corpus was analysed using the AQUAD software. The results showed that classical Greek myths contain and provide a powerful and illuminating narrative scaffolding, helping students to adopt a different perspective in the narration of their own academic trajectories. The myths equally helped them to become more aware of the most genuine life and personal experiences that shaped their own teacher identity.</p>

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Section: Discussionmentioning

confidence: 99%

Greek Myths to Co-Build Teacher Identity: Perceptions of Students in the Master of Education Research

Giner-Gomis¹,

Martínez²,

Cabezas³

et al. 2022

INT J EDUC METHODOL

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“…Anak-anak robotik adalah anak-anak yang dijadikan diam membisu oleh gurunya sehingga ia hanya akan "bergerak" sesuai perintah dan instruksi guru. Mereka tampak tekun, rajin, dan rutin mematuhi semua instruksi guru, namun semua itu dilakukan bukan karena anak tersebut respek dan nyaman dengan gurunya, melainkan karena rasa takut: takut gurunya marah, takut salah, takut dihukum, takut dianggap anak nakal, dan lain sebagainya (Erden 2016).…”

Section: Anak-anak Robotik; Obyek Pembelajaran Bunclassified

Pendidikan Islam Anak Usia Dini Dalam Perspektif Neurosains: Robotik, Akademik, Dan Saintifik

Suyadi

2019

EDUKASIA

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EARLY CHILDHOOD ISLAMIC EDUCATION IN NEUROSAINS PERSPECTIVE: ROBOTIC, ACADEMIC AND SCIENTIFIC; There are political, academic, and theological dilemmas in Early Childhood Islamic Education or Pendidikan Anak Usia Dini (PIAUD) in Yogyakarta. PAUD is required to hold reading, writing and numeracy learning, including Al-Qur'an Reading, but on the other hand, PAUD Directorate forbids it. The purpose of this study is to describe the types of early childhood learning in neuroscience studies. This research was carried out throughout 2017 involving nine PIAUD institutions. The research approach is qualitative. Data collection techniques were in the form of interviews, observation and documentation. The collected data were analyzed descriptively, interpretatively, and comparatively. The results showed that PIAUD in Yogyakarta can be categorized into three. First, robotics PIAUD, namely PIAUD which risks damaging the child's brain. Secondly, academic PIAUD, namely PIAUD which is at risk of giving limitation to the child's brain. Third is scientific PIAUD. It is PIAUD which is oriented in optimizing the potential of the brain.

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“…Metaphors have started to be used frequently in educational researches, especially in recent years (Akınoglu, 2017;Akbaba-Altun & Apaydın, 2013;Aslan, 2013;Aubusson, Harrison, & Ritchie, 2006;Aydın & Pehlivan, 2010;Buchanan, 2015;Cerit, 2010;Erden, 2016 ;Goldstein, 2005;Haskins, 1989;Jensen, 2006;Johnson, 2001;Kim, 2012;Koç, 2014;Konopasky & Reybold, 2015;Küçük & Yalçın, 2014;Kuyumcu & Özsarı, 2016;Liaquat & Naz, 2016;Mouraz , Pereira, & Monteiro, 2013;Noyes, 2006;Ogurlu, Öpengin, & Hızlı, 2015;Pektaş & Kıldan, 2009;Saban, 2004;Şahin & Sabancı, 2018;Tulunay Ateş, 2016;Turan, Yıldırım, &Tıkman, 2016;Yıldızlı, Erdol, Baştuğ, & Bayram, 2018). When these researches related to education are examined, it is seen that researches have been carried out for many stakeholders of education such as teachers, students, and school administrators and that the importance of metaphors has been particularly emphasized in such researches.…”

Section: Introductionmentioning

confidence: 99%

The examination of pedagogical formation education certificate program students’ perceptions regarding education and ideal education through metaphors

2021

ilkonline

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The aim of this research is to reveal the perceptions of pedagogical formation certificate program students about education and ideal education concepts through metaphors. In this research, the phenomenology design, one of the qualitative research designs, was used. The study group consisted of 98 pedagogical formation certificate program students studying at Nizip Education Faculty of Gaziantep University in 2018-2019 academic year. The data of the study was collected through a structured interview form prepared by the researchers. The data obtained was transferred to computer media and analyzed by content analysis. The participants presented 69 different metaphors about the concept of education. Among these metaphors; tree, book, life and horse racing metaphors were used the most. Metaphors for the concept of education are grouped under 11 conceptual categories. Eight of these categories have positive features, while three have negative features. 74 different metaphors were put forward by the participants about the ideal education. Among these metaphors; life, sapling, book and playground metaphors were used the most, respectively. Metaphors for the concept of ideal education were gathered under 11 conceptual categories.

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Pre-service Teachers’ Perceptions on being a Teacher through a Metaphoric Perspective

Cited by 3 publications

References 55 publications

Greek Myths to Co-Build Teacher Identity: Perceptions of Students in the Master of Education Research

Greek Myths to Co-Build Teacher Identity: Perceptions of Students in the Master of Education Research

Pendidikan Islam Anak Usia Dini Dalam Perspektif Neurosains: Robotik, Akademik, Dan Saintifik

The examination of pedagogical formation education certificate program students’ perceptions regarding education and ideal education through metaphors

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