CLASSROOM TEACHER CANDIDATES’ METAPHORIC PERCEPTIONS FOR LEADERSHIP, TEACHER AND STUDENT CONCEPTS IN CLASSROOM MANAGEMENT
The aim of this study is to determine classroom teacher candidates’ metaphoric perceptions for leadership, teacher and student concepts in classroom management. In this study designed with phenomenology pattern of qualitative research methods, the data were obtained through an open-ended questionnai...
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| Autores principales: | , , |
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2019
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/ede50f11c99c495fb4d6b610d3360868 |
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| Sumario: | The aim of this study is to determine classroom teacher candidates’ metaphoric perceptions for leadership, teacher and student concepts in classroom management. In this study designed with phenomenology pattern of qualitative research methods, the data were obtained through an open-ended questionnaire form which was prepared by the researchers. Through these forms, the teacher candidates’ metaphoric perceptions for leadership, teacher and student concepts in traditional and modern classroom management were determined and the obtained metapfhors were categorized. Considering these categories, it is seen that classroom teacher candidates perceive leadership as “dictatorship, tyranny, having the power, leading, establishing authority”; teacher as the person “using force, administrator, highhanded, source of information and guide”; student as the person “standardized, acquiescing, voiceless, exposed to the culture of fear, dependent on someone else, asked for senior tasks” in traditional classroom management approach while they perceive leadership as “democracy, benevolence, facilitation, innovation and guidance”; teacher as the person “protecting/watching for, caring about expectations, expected to know everything, conducive and guide”; student as the person “having the right to speak, having i |
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