The Investigation of Metaphoric Perceptions of Teacher Candidates Regarding Democracy

Year 2019, , 39 - 50, 25.07.2019

Gönül Onur Sezer , Pınar Bağçeli Kahraman

https://doi.org/10.30786/jef.527477

Abstract

In this study it is aimed to
investigate the perceptions of the teacher candidates regarding democracy.
Within this research phenomenology pattern, which is one of the qualitative
research patterns, was used. The study group of the research consists of 222
teacher candidates who attend Elementary Education, Mathematics Education,
Science Education, Social Studies Education and Preschool Education, determined
with criterion sampling method among junior and senior teacher candidates. The
quantitative data was analysed with content analysis method. The metaphors
regarding democracy were categorized “democracy as vital needs”, “democracy as
material”, “democracy as nutritional source”, “democracy as the symbol of
freedom”, “democracy as abstract thinking”, “democracy as balance”, and
“democracy as negativity” considering the connection that the teacher
candidates related with democracy. Teacher candidates, who participated in the
research, from different departments explained democracy with metaphors
regarding equality, respect, life source and freedom concepts.  It is seen that the teacher candidates did not
focus on especially cooperation and responsibility concepts. Also as a result of the
research it is determined that more than half of the teacher candidates did not
participate in a democratic activity in lessons at school all of their student-
life. 

Keywords

Teacher candidates, democracy, metaphor, democracy perceptions

References

• Akın, U., & Özdemir, M. (2009). The examination of teacher candidates' democratic values in terms of various variables: The case of faculty of educational sciences. Journal of Faculty of Educational Sciences, 42(2), 183-198.
• Akşin, S. (2003). Democracy in Ataturk’s period. Educational Research, 3(11), 16-22.
• Boyle-Baise, M. (2003). Doing democracy in social studies methods. Theory & Research in Social Education, 31(1), 51-71.
• Çermik, H. (2013). Pre-service teachers` democratic values and investigation of these values based on some variables. Education Sciences, 8(2), 261-274.
• Dadvand, B. (2015). Teaching for democracy: Towards an ecological understanding of pre-service teachers’ beliefs. Australian Journal of Teacher Education, 40, 76–93
• Davis Jr., O. L. (2003). Does democracy in education still live? Journal of Curriculum and Supervision, 19(1), 1-4.
• Demircioğlu, İ. H., Mutluer, C., & Demircioğlu, E. (2011). The perceptions of the social studies student teachers about democratic teacher. Kastamonu Education Journal, 19(2), 577-586.
• Demirtaş, A. (2007). Why and how democracy education in our schools. Contemporary Education Journal, 32(339), 10-12.
• Demoulin, D. F. & Kolstad, R. (2000). Assessing the gains of behavioral dynamics essential for success in a democracy for teacher education students. College Student Journal, 34(3), 417-422.
• Dewey, J. (1937) Democracy and Educational Administration. School and Society 45, 457 – 467.
• Ektem, I. S., & Sünbül, A. M. (2011). A research on the democratic attitudes of teacher candidates. Selçuk University, Journal of Ahmet Keleşoğlu Education Faculty, 31, 159-168.
• Fischman, G. & Haas, E. (2012). Beyond idealized citizenship education: Embodied cognition, metaphors, and democracy. In Fischman, G., Haas, E., & Robertson, S. (Eds.) Review of Research in Education, 36, 169-196.
• Fives, H., & Buehl, M. M. (2008). What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability. Contemporary Educational Psychology, 33, 134-176.
• Genç, S. Z. (2006). Evaluation of the effectiveness of primary school teachers in realizing democratic gains. National Education Journal, 171, 43-54.
• Genç, S. Z., & Kalafat, T. (2007). The research on evaluatıon of prospectıve teachers’ democratıc attıtudes and problem solvıng skılls according as different variables. Journal of Pamukkale University Education Faculty, 22(22), 10-22.
• Gömleksiz, M. N., Kan, A. Ü., & Öner, Ü. (2012). Metaphorical perceptions of democracy as a value of social studies teacher candidates. Journal of Values Education, 10(24). 79-100.
• Güder, S., & Yıldırım, A. (2014). Preschool teacher candıdates’ metaphors toward democracy. Adiyaman University Journal of Social Sciences, 7(16), 151-170.
• Hotaman, D. (2009). Democratic education: a democratic education program. Inter¬national Symposium on Democracy Education in Europe Proceedings, (474–485). Ankara: Nobel Publishing.
• Hotaman, D. (2010). Democratic education: a curriculum of democratic education. Journal of Theoretical Educational Science, 3(1), 29-42.
• İbret, B., Recepoğlu, E., Karasu Avcı, E., & Recepoğlu, S. (2018). Öğretmen Adaylarının “Demokrasi” Kavramına Yönelik Metafor Algıları. Journal of History Culture and Art Research, 7(5), 421- 441.
• Karahan, Sardoğan, Özkamalı, & Dicle (2006). The effect of human relations and communication course on the conflict resolution and empathic skill levels of prospective – teachers’. Eurasian Journal of Educational Research, 23, 127-136
• Karakütük, K. (2001). Democratic secular education (the way of being a contemporary society). Ankara: Anı Publishing
• Karslı, M.D. (2006). Effective school management. İstanbul: Morpa Publishing.
• Kartal, A., Öksüz, Y., Öztürk, M. B., & Demir, E. G. (2018). Democracy perceptions of prospective primary school teachers: comparison Poland-Turkey. Elementary Education Online, 17(2), 562-579.
• Kıncal, R. Y., & Işık, H. (2003). Democratic education and democratic values. Eurasian Journal of Educational Research, 3(11), 54- 58.
• Kinnier, R., Kernes, J. L., & Dautheribes, T. M. (2000). A short list of universal moral values. Counseling and Values, 45(1), 4-17.
• Leenders, H., Veugelers, W., & Kat, D. E. (2008). Teachers' views on citizenship education in secondary education in the Netherlands. Cambridge Journal of Education, 38(2), 155-170.
• Mathé, N. E. H. (2016). Students’ understanding of the concept of democracy and implications for teacher education in social studies. Acta Didactica Norge, 10(2), 271-289.
• Miles, M. B. & Huberman, M. A. (1994). Qualitative data analysis: An expanded sourcebook. USA: Sage.
• Nasirci, H., & Sadik, F. (2018). Investigating primary school teachers' perception about democracy through metaphor analysis. European Journal of Educational Research, 7(1), 121-132.
• Oğuz, E. (2011). The relationship between the leadership styles of the school administrators and the organizational citizenship behaviors of teachers. Educational Administration: Theory and Practice, 3(3), 377-403.
• Okutan, M. (2010). Democracy education in Turkish education system. International Journal of Human Sciences, 7(1), 938-946.
• Osler, A. (2011). Teacher interpretations of citizenship education: national identity, cosmopolitan ideals, and political realities. Journal of Curriculum Studies, 43(1), 1- 24.
• Osler, A. & Starkey, H. (2006). Education for democratic citizenship: A review of research, policy and practice. Research Papers in Education, 21(4), 433–466.
• Özdaş, F., Ekinci, A., & Bindak, R. (2014). Analyzing teachers’ attitudes towards democracy in terms of some variables. Journal of İnönü University Education Faculty, 15(3), 65-81.
• P Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Thousand Oaks, CA, US: Sage Publications.
• Print, M., Ornstrom, S., & Nielsen, H. S. (2002). Education for democratic processes in schools and classrooms. European Journal of Education, 37(2), 193-210.
• Saban, A., & Ersoy, A. (2016). Qualitative research patterns in education. Ankara: Anı Publishing
• Sadık, F., & Sarı, M. (2012). Children and democracy: investigation through metaphor of perception of democracy for primary school students. Cumhuriyet International Journal of Education, 1(1).48-62.
• Sağlam, H.İ., & Ural, S.N. (2011). Analysis of democratic attitudes of primary school students in terms of some variables. Journal of Values Education, 9 (22): 161-180
• Saracaloğlu, A. S., Evin, İ. & Varol, S. R. (2004). A comparative research on the democratic attitudes of the teachers and the prospective teachers. Educational Sciences: Theory and Practice, 4(2), 356-364.
• Sardoğan, E. M., Özkamalı, E., & Dicle, N. A. (2006). Democratıc attıtude, neurotıc tendencıes and self actualızatıon in prospectlve-teachers. Journal of Hacettepe University Education Faculty, 30(30).149-158.
• Sarı, M., & Sadık, F. (2011). Democracy perceptions of teacher candidates (Çukurova university sample). International Journal of Curriculum and Instructional Studies, 1(2), 67-82.
• Seefeldt, C., Castle, S., & Falconer, R. C. (2015). Teaching social studies for preschool / primary school children. Sevgi Çoskun-Keskin (Ed.). Ankara: Nobel Publishing
• Seggie, F. N., & Bayyurt, Y. (2015). Nitel araştırma yöntemlerine giriş. Nitel araştırma yöntem, teknik, analiz ve yaklaşımları içinde (10-22). Ankara: Anı Yayıncılık.
• Thornberg, R., & Elvstrand, H. (2012). Children’s experiences of democracy, participation, and trust in school. International Journal of Educational Research, 53, 44–54.
• Topkaya, E. Z., & Yavuz, A. (2011). Democratic values and teacher self-efficacy perceptions: a case of pre-service English language teachers in Turkey. Australian Journal of Teacher Education, 36(8), 32-49.
• Wilkins, C. (2003). Teachers and young citizens: Teachers talk about their role as social educators. Westminster Studies in Education, 26(1), 63-75
• Yeşil, R. (2002). Human rights and democracy education in school and family. Ankara: Nobel Publishing.
• Yıldırım, A., & Şimşek, H. (2006). Qualitative research methods in the social sciences. Seçkin Publishing