Primary school teacher candidates’ metaphorical perceptions related to multigrade classes concept

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dc.authorid57024132200
dc.contributor.authorİlter İ.
dc.date.accessioned20.04.201910:49:12
dc.date.accessioned2019-04-20T21:43:56Z
dc.date.available20.04.201910:49:12
dc.date.available2019-04-20T21:43:56Z
dc.date.issued2015
dc.departmentBayburt Üniversitesien_US
dc.description.abstractThe purpose of the present study was to determine the teacher candidates’ perceptions related to ‘multigrade classes’ concept through metaphors. The study was conducted with the students who studied at their fourth (final) year in the Primary School Teaching Program, Faculty of Education at University of Bayburt in 2013-2014 academic year. The participants of the study were composed of 78 teacher candidates in total, 36 of them were girls and 42 of them were boys. The data collected in the research were obtained through an interview form in which there was an incomplete sentence like “The multigrade classes resemble…because…” In the process of collecting data, the teacher candidates were asked to write metaphors related to multigrade classes with the first justifications coming to their minds. In this study, phenomenology design, one of the qualitative research methods, was used and the research data were analyzed by means of the content analysis technique. According to the findings, the teacher candidates developed 60 different and valid metaphors in total about multigrade classes. The metaphors were classified under six different conceptual categories. These categories were classified in the form of multigrade classes as diversity in social-cognitive level and abilities, the process of challenging struggle, complementary-supportive service environment, source of life, family atmosphere and hierarchical order. It was found that the most preferred metaphors developed by the teacher candidates were extended family, family, flower garden, lush forest and Ashura. © 2015, Ankara University. All rights reserved.en_US
dc.identifier.doi10.17051/io.2015.53507
dc.identifier.endpage1468
dc.identifier.issn1305-3515
dc.identifier.issue4
dc.identifier.scopus2-s2.0-84952643694en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage1450
dc.identifier.urihttps://dx.doi.org/10.17051/io.2015.53507
dc.identifier.urihttps://hdl.handle.net/20.500.12403/722
dc.identifier.volume14
dc.indekslendigikaynakScopusen_US
dc.language.isotren_US
dc.publisherAnkara University
dc.relation.ispartofElementary Education Onlineen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectMetaphors
dc.subjectMultigrade classes
dc.subjectMultigrade classes teaching
dc.subjectTeacher
dc.subjectMetaphors
dc.subjectMultigrade classes
dc.subjectMultigrade classes teaching
dc.subjectTeacher
dc.titlePrimary school teacher candidates’ metaphorical perceptions related to multigrade classes concepten_US
dc.title.alternativeSınıf öğretmeni adaylarının birleştirilmiş sınıf kavramına ilişkin metaforik algılarıen_US
dc.typeArticleen_US

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