METAPHORICAL PERCEPTIONS OF PROSPECTIVE PRESCHOOL TEACHER ABOUT AESTHETICS
The aim of this study is to investigate the preservice preschool teachers’ perceptions of aesthetic via metaphors. Adopting a qualitative approach, phenomenological design was used in the study. The researchers developed a two phased metaphor questionnaire consisting of questions in the form of “Aes...
Guardado en:
| Autores principales: | , |
|---|---|
| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2019
|
| Materias: | |
| Acceso en línea: | https://doaj.org/article/662038238f7d4d07b40044ad45784408 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: | The aim of this study is to investigate the preservice preschool teachers’ perceptions of aesthetic via metaphors. Adopting a qualitative approach, phenomenological design was used in the study. The researchers developed a two phased metaphor questionnaire consisting of questions in the form of “Aesthetic is …. because ….”. The data were collected in 2017 – 2018 academic year from 91 preservice teachers studying at Firat University, Faculty of Education Department, Early Childhood Education. Content analysis was used in the analysis of data. Themes regarding to metaphors participants used was developed on the basis of their similarities. Then, conceptual categories were defined by grouping the themes. Expert opinion was used to ensure that the metaphors represented the conceptual categories. Expert consensus rate was found to be %92. The results revealed that the participants produced 57 different metaphors among which the metaphors of nature and flower were the most frequent ones. The aesthetic as beauty category (19) is the most frequent one among the 8 categories, followed by aesthetic as harmony and balance (19) and aesthetic as being impressive (15) categories. Other categories are as follows: metaphor as being delighting and calming (14), metaphor as being subjective (7), aesthetic as being perfect (6), aesthetic as being visual (5) and aesthetic as being essential (5). As a result, it is found that preservice preschool teachers associated the concept of metaphor with concrete conceptions and the assimilation of the participants were found to be similar to other studies in the literature. |
|---|