Intercultural Investigation of Prospective Preschool Teachers’ Perceptions on the Metaphors Related to Preschool Child and Teacher

Yıl 2017, , 1069 - 1092, 30.10.2017

Ayşe Güler Küçükturan , Orhan Kocaman

https://doi.org/10.14686/buefad.310566

Öz

This research was carried out to examine Turkish and Spanish prospective
preschool teachers’ perceptions on the metaphors related to the concept of
preschool child and teacher and to determine the cultural differences within
this framework.

Metaphors stated by Spanish prospective preschool teachers on preschool
child were gathered under six categories as learning child, formed child, child
as a source of learning, child with potential, growing and developing child,
child as a source of joy, however, their metaphorical perceptions on preschool
teacher centred around following five categories; informant teacher, teacher
learning together, caring and protecting teacher, guiding teacher and core
teacher.

Metaphors stated by Turkish prospective preschool teachers on preschool
child comprised six categories as learning child, formed child, exploring and
explored child, raised child, child to be protected, child as a source of joy,
whereas their metaphorical perceptions on preschool teacher were composed of
six categories as informant teacher, teacher learning together, caring and
protecting teacher, forming teacher, gifted teacher and considerate teacher.

Anahtar Kelimeler

metaphors, professionalism, preschool, student teachers, preschool teachers, child, cultural differences

Okul Öncesi Öğretmen Adaylarının Çocuk ve Öğretmen ile İlgili Metaforlarının Kültürlerarasi İncelenmesi

Öz

            Bu araştırma, Türk ve İspanyol okul öncesi öğretmen adaylarının çocuk ve
okulöncesi öğretmeni kavramına ilişkin sahip oldukları metaforları incelemek ve
kültürel farklılıkları belirlemek amacıyla yapılmıştır.

İspanyol öğretmen adaylarının çocuk  metaforlarından öğrenen
çocuk, şekillendirilen çocuk, birlikte öğrenilen çocuk, potansiyeli olan çocuk,
büyüyen gelişen çocuk ve neşe veren çocuk olmak üzere 6, öğretmen
metaforlarından ise bilgi veren öğreten öğretmen, birlikte öğrenen öğretmen,
bakım veren koruyan kollayan öğretmen, rehber olan öğretmen, temel olan
yüklenen öğretmen olmak üzere 5 kategori oluşmuştur.

Türk öğretmen adaylarının çocuk metaforlarından öğrenen çocuk,
şekillendirilen çocuk, keşfedilen keşfeden çocuk, yetiştirilen çocuk, korunması
gereken çocuk, neşe veren çocuk olmak üzere 6, öğretmen metaforlarından ise
bilgi veren öğreten öğretmen, birlikte öğrenen öğretmen, bakım veren koruyan
kollayan öğretmen, şekil veren öğretmen, üstün özellikleri olan öğretmen,
sevecen öğretmen olmak üzere 6 farklı kavramsal kategori oluşmuştur.

Anahtar Kelimeler

metaforlar, profesyonellik, okulöncesi, öğretmen adayları, okulöncesi öğretmenleri, çocuk, kültürel farklılıklar

Kaynakça

• Aydın, İ. S. & Pehlivan, A. (2010). Türkçe öğretmeni adaylarının “öğretmen” ve “öğrenci” kavramlarına ilişkin kullandıkları metaforlar. Turkish Studies, 5(3), 818-842.
• Banković, I. (2014). Early childhood professionalism in Serbia: current issues and developments. International Journal of Early Years Education, 22(3), 251-262, DOI:10.1080/09669760.2014.944885
• Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ Professional identity. Teaching and Teacher Education, 20 (2), 107–128. doi:10.1016/j.tate.2003.07.001
• Black, A. L., & Halliwell, G. (2000). Accessing practical knowledge: how? why?. Teaching and teacher education, 16(1), 103-115.
• Boostrom, R. (1998). ‘Safe spaces’: Reflections on an educational metaphor. Journal of Curriculum Studies, 30, 397-408.
• Cerit, Y. (2008). Öğretmen Kavramı ile İlgili Metaforlara İlişkin Öğrenci, Öğretmen ve Yöneticilerin Görüşleri. Türk Eğitim Bilimleri Dergisi, 6 (4), 693-712.
• Chung, M., & Miller, J. (2011). Do we live in a box of crayons?: Looking at multicultural metaphors written by teachers. Multicultural Education, 18(4), 39-45.
• Clarken, R. H. (1997). Five metaphors for educators. Paper Prensented at the Annual Meeting of the American Educational Research Association (Chicago IL, March 24-28, 1997). http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp.
• Court, D., Merav, L.,& Ornan, E. (2009). Preschool teachers’ narratives: a window on personal-professional history, values and beliefs. International Journal of Early Years Education, 17(3), 207–217. DOI: 10.1080/09669760903424499
• Cortazzi, M., & Jin, L. (1999). 1 1 Cultural mirrors. Culture in second language teaching and learning, 196.
• Çelikten, M. (2006). Kültür ve Öğretmen Metaforları. Erciyes Üniversitesi Sosyal Bilimler Dergisi. (21), 269-183.
• Engin-Demir, C. (2007). Metaphors as a reflection of middle school students’ perceptions of school:A cross-cultural analysis. Educational Research and Evaluation 13 (2), 89-107.
• Elmholdt, C. (2003). Metaphors for learning: Cognitive acquisition versus social participation. Scandinavian Journal of Educational Research 47 (2), 116-32
• Erkan, S., Tuğrul, B., Üstün, E., Akman, B., Şendoğdu, M., & Kargı, E. B. M. & Güler, T.(2002). Okul öncesi öğretmenliği öğrencilerine ait Türkiye profil araştırması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 108-116.
• Font, V., Bolite, J. ve Acevedo, J. (2010). Metaphors in mathematics classrooms: Analyzing the dynamic process of teaching and learning of graph functions. Educational Studies in Mathematics, 54 (2), 131-152
• Gültekin, M.(2013). İlköğretim Öğretmen Adaylarının Eğitim Programı Kavramına Yükledikleri Metaforlar. Eğitim ve Bilim, 38(169), 126-141.
• Inbar, D. (1996). The free educational prison: Metaphors and images. Educational Research, 38 (1),77–92.
• Kağıtçıbaşı Ç. (1982). The changing value of children in Turkey (No. 60-E). Honolulu: East West Population Institute Publication.
• Kagitcibasi, C., & Ataca, B. (2005). Value of Children and Family Change: A Three‐Decade Portrait From Turkey. Applied Psychology, 54(3), 317-337.
• Karila, K. 1997. Lastentarhanopettajan kehittyvä asiantuntijuus. Lapsirakkaasta opiskelijasta kasvatuksen asiantuntijaksi. [Kindergarten teacher’s developing expertise. From student fond of children to expert of education]. Helsinki: Oy Edita Ab.
• Karila, K. (2008). A Finnish viewpoint on professionalism in early childhood education. European Early Childhood Education Research Journal, 16(2), 210-223. DOI: 10.1080/13502930802141634
• Kilic, C. & Yelken Yanpar, T. (2013). Belgian and Turkish Pre-Service Primary School Teachers’ Metaphoric Expressions about Mathematics. Egitim Arastirmalari-Eurasian Journal of Educational Research, 50, 21-42.
• Kuisma, M. & Sandberg, A. (2008). Preschool teachers’ and student preschool teachers’ thoughts about professionalism in Sweden. European Early ChildhoodEducation Research Journal, 16(2), 186-195. DOI: 10.1080/13502930802141618
• Lakoff, G. & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.
• Lakoff, G ve Johson, M. (2003). Metaphors we live by. Chicago: University of Chicago Press
• Levine, P.M. (2005). Metaphors and images of classrooms. Kappa Delta Pi Record, 41 (4), 172-175.
• Levi-Strauss, C. (1986), Mit ve Anlam, (çev: Ş. Süer, S. Erkanlı), İstanbul, Alan Yayınları.
• Lin, W. C., Shein, P. P., & Yang, S. C. (2012). Exploring personal EFL teaching metaphors in pre-service teacher education. English Teaching, 11(1), 183.
• Löfgren, H. (2015). Teachers' Work with Documentation in Preschool:Forming a Profession in the Performing of Professional Identities. Scandinavian Journal of Educational Research, 59 (6), 638-655. DOI: 10.1080/00313831.2014.965791
• Mahlios, M. , Massengill-Shaw, D ve Barry, A. (2010). Making sense of teaching through metaphors: A review across three studies. Teachers and Teaching: Theory and Practice, 16 (1), 49–71.
• Massengill, D., Mahlios, M., ve Barry, A. (2005). Metaphors and sense of teaching: How these constructs influence novice teachers. Teaching Education, 16 (3), 213–229.
• Michael, K. (2009). Exploring Greek teachers’ beliefs using metaphors. Australian Journal of Teacher Education, 34 (2), 64-83.
• Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
• Moran, B. (1981), Edebiyat Kuramları ve Eleştiri, İstanbul, Cem Yayınları.
• Munby, H. (1986). Metaphor in the thinking of teachers: An exploratory study. Journal of Curriculum Studies, 18(2), 197-209.
• Özdemir, S. M. (2012). Eğitim programı kavramına ilişkin öğretmen adaylarının metaforik algıları. Kuramsal Eğitim Bilimleri Dergisi, 5(3), 369-393.
• Palmquist, R. A. (2001). Cognitive style and users metaphors for the web: An exploratory study. Journal of Academic Librarianship, 27, 24-32.
• Pektaş, M. ve Kılan, O. (2009). Farklı Branşlardaki Öğretmen Adaylarının “Öğretmen” Kavramı ile İlgili Geliştirdikleri Metaforların Karşılaştırılmas. Erzincan Eğitim Fakültesi Dergisi,11(2).
• Rentzou,K., & Ziganitidou, K. (2009). Greek male early childhood educators: self and societal perceptions towards their chosen profession. Early Years, 29(3), 271-279. DOI: 10.1080/09575140903286359
• Saban, A. (2004). Prospective classroom teachers metaphorical images of selves and comparing them to those they have of their elementary and cooperating teachers. International Journal of Educational Development. 24, 617-635.
• Saban, A. (2006). Functions of metaphor in teaching and teacher education: A review essay. Teaching Education, 17 (4), 299–315.
• Saban, A. (2008). Okula İlişkin Metaforlar. Kuram ve Uygulamada Eğitim Yönetimi. 55, 459-496.
• Saban, A., Kocbeker B. N. & Saban, A. (2007). Prospective teachers’ conceptions of teaching and learning revealed through metaphor analysis. Learning and Instruction, 17, 123–139.
• Sachs, J. (2005). Teacher education and the development of professional identity: Learning to be a teacher. In P. Denicolo & M. Kompf (Eds.), Connecting policy and practice: Challenges for teaching and learning in schools and universities (pp. 5–21). Oxford: Routledge.
• Semerci, Ç. (2007). Program Geliştirme Kavramına İlişkin Metaforlarla Yeni İlköğretim Programlarına Farklı Bir Bakış. Cumhuriyet Üniversitesi Sosyal Bilimler Dergisi, 31 (2), 125-140.
• Shaw, D. M., & Mahlios, M. (2011). Literacy Metaphors of Pre-Service Teachers: Do They Change after Instruction? Which Metaphors Are Stable? How Do They Connect to Theories?. Journal Of Education For Teaching: International Research And Pedagogy, 37(1), 77-92.
• Sheridan, S., Williams, P., Sandberg, A., & Vuorinen,T. (2011). Preschool teaching in Sweden – a profession in change. Educational Research, 53(4), 415-437. DOI: 10.1080/00131881.2011.625153
• Simon, S. E. (2013). The Weaving of a Tapestry: a Metaphor for Teacher Education Curriculum Development. Australian Journal of Teacher Education, 38 (8). http://dx.doi.org/10.14221/ajte.2013v38n8.5
• Sorel, M., and R. Wittorski, eds. 2005. La Professionnalisation en actes et en questions. [The professionalisation in acts and in questions] Paris: Editions L’Harmattan.
• Taşdemir, M. ve Taşdemir, A. (2011). Teachers’ metaphors on K-8 curriculum in Turkey “İlköğretım programı üzerine öğretmen metaforları”. 2nd International Conference On New Trends in Education and Their Implications 27-29 April, 2011 Antalya-Turkey, 795-809.
• Taylor, (1984) Vrinioti, K. (2013). Professionalisation in early childhood education: a comparative view of emerging professional profiles in Germany (Bremen) and Greece. European Early Childhood Education Research Journal, 21(1), 150–163. http://dx.doi.org/10.1080/1350293X.2012.760343
• Woon, J.& Ho, Y. (2005). Metaphorical construction of self in teachers’ narratives. Language and Education, 19 (5), 359-379.
• Yıldırım, A. ve Şimşek, H. (2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. (6. Baskı). Ankara: Seçkin Yayıncılık.
• Yüksel, A. (1995). Yapısalcılık ve bir uygulama M. Cevdet Anday tiyatrosu. Ankara: Gündoğan Yayınları.