Metaphorical Perceptions of Preservice Teachers Enrolled in Different Departments About the Concept of “Art”: The Case of Bartın University, Faculty of Education

Yıl 2024, , 40 - 62, 17.01.2024

Esra Yıldırım , Ferhunde Küçükşen Öner , İsmail Eyüpoğlu , Ömür Göktepeliler , Ceren Doğan

https://doi.org/10.14686/buefad.1326199

Öz

The purpose of this study is to identify, using metaphors, the perceptions of preservice teachers, who study in different departments at the Faculty of Education of Bartın University, about the concept of “art”. The study is based on the case study model, which is one of the qualitative research methods, and the study group consists of 198 preservice teachers who are enrolled in the programs of Turkish Language Education, Social Sciences Education, Psychological Counselling and Guidance (PCG), Science Education, Elementary Mathematics Education, Foreign Language Education, and Primary Education at Bartın University, Faculty of Education. The research data were obtained through the “Art Metaphor Survey Form” and analysed using the content analysis method.
Based on the research results, the metaphors for the concept of art were grouped under 9 categories including “art as born and enhanced under difficulties and pressure”, “art as a complex structure”, “art as the fruits of labour”, “art as reflective and expressive”, “art as relaxing”, “art as immersive”, “art as a vital need”, “art as liberating” and “art as radiant and supportive”. The results also revealed that preservice teachers enrolled in different programs interpreted art considering different semantic properties. In this context, it was observed that preservice teachers in Turkish Language and Social Sciences Education Programs mainly described art as “liberating”, those in PCG as “reflective and expressive”, those in Science Education as “relaxing”, and those in Elementary Mathematics Education as “a vital need”. On the other hand, preservice teachers in Foreign Language Education Program focused on two different categories and described art as “complex” and “reflective and expressive”, whereas those in Primary Education mostly characterised art as “reflective and expressive”.

Anahtar Kelimeler

Metaphor, Metaphorical Perception, Art, Faculty of Education, Preservice Teacher

Kaynakça

• Acord, S. K., & DeNora, T. (2008). Culture and the arts: From art worlds to arts-in-action. The Annals of the American Academy of Political and Social Science, 619(1), 223-237.
• Artut, K. (2013). Sanat eğitimi kuramları ve yöntemleri (7. Baskı) [Arts education theory and methods]. Anı Publications.
• Bahadır, F. (2021). A review of teacher candidates' metaphoric perception regarding the concept of "Professional knowledge courses". International Journal of Curriculum and Instruction, 13(3), 3375-3390.
• Balcı, A. (2001). Öğrenci, öğretmen ve velilerin okul kavramlaştırmaları: Okul’un metaforik bir analizi [Students, teachers, and parents' conceptualizations of school: A metaphorical analysis of School]. In Proceedings of The X. National Educational Sciences Symposium, Abant Izzet Baysal University.
• Casakin, H., & Kreitler, S. (2017). Meaning profiles of dwellings, pathways, and metaphors in design: implications for education. European Journal of Engineering Education, 42(6), 962-973.
• Craig, C. J. (2018). Metaphors of knowing, doing and being: Capturing experience in teaching and teacher education. Teaching and Teacher Education, 69, 300-311.
• Dickenson, N. J. (2017). Art Education: How the visual arts are critical in student social-emotional development. Masters Thesis, Bethel University.
• Dilmaç, O., & İnanç, C. (2015). Sınıf öğretmenlerinin görsel sanatlar dersine yönelik öz yeterlik düzeyleri [The self-sufficiency levels of classroom teachers about visual arts course]. Bartın University Journal of Faculty of Education, 4(2), 382-400.
• Fenech, M., Harrison, L. J., Press, F., & Sumsion, J. (2020). Using metaphor to illuminate quality in early childhood education. Australasian Journal of Early Childhood, 45(2), 197-210.
• Fidan, B., & Fidan, M. (2016). Ortaokul öğrencilerinin görsel sanatlar dersi kavramına ilişkin metaforik algıları [Metaphorical perceptions of middle school students about the concept of visual arts course]. Trakya University Journal of Education, 6(2), 159-166.
• Fischer, E. (2010). The necessity of art. Verso Books.
• Gallagher, S., & Lindgren, R. (2015). Enactive metaphors: Learning through full-body engagement. Educational Psychology Review, 27, 391-404.
• Goldberg, M. (2021). Arts integration: Teaching subject matter through the arts in multicultural settings (6th Ed.). Routledge Publishing.
• Gonigroszek, D., & Szmigiero, K. (2023). Metaphorical meanings of colour in abstract art. Social Semiotics, 33(3), 497-514.
• Hausman, J. (1967). Teacher as artist & artist as teacher. Art Education, 20(4), 13-17.
• Hiçyilmaz, Y. & Adanır, Y. (2019). Sanat eğitimi dersi alan öğretmen adaylarının sanat kavramına i̇lişkin sahip oldukları algıların metaforlar aracılığıyla i̇ncelenmesi [Examining, through metaphors, the perceptions of the art term of the prospective teachers who take an education course]. Journal of Social Sciences of Mus Alparslan University , 7 (3), 19-23.
• Hye, L. K., & Ja, K. (2017). An analysis of research trends on early childhood arts education for arts convergence education. International Journal of Educational Science and Research (IJESR), 7, 141-148.
• Ilić, V. L. (2017). Concepts of art education curriculum, tendencies and challenges. Journal of Subject Didactics, 2(1), 21-32.
• İflazoğlu Saban, A., & Erden Özcan, Ş. (2022). An investigation of pre-school teachers’ creativity perceptions through metaphors. Pedagogies: An International Journal, 17(1), 1-17.
• Kalyoncu, R. (2012). Görsel Sanatlar öğretmeni adaylarının “Öğretmenlik” kavramına ilişkin metaforları [Vısual arts teacher candıdates' metaphors related to concept of "Teachıng"]. Hatay Mustafa Kemal University Journal of Social Sciences Institute, 9(20).
• Kalyoncu, R., & Liman, S. (2013). Öğretmenlerin" Görsel sanatlar dersi" ve" Görsel sanatlar öğretmeni" kavramlarına ilişkin metaforları [Teachers’ metaphors about “Fine arts lesson” and “Fine arts teacher”]. New World Sciences Academy-Fine Arts, 8(1), 115-130.
• Lakoff, G., & Johnson, M. (1980). Metaphors to live by. University of Chicago Press.
• Lakoff, G., & Johnson, M. (2015). Metaforlar: Hayat, anlam ve dil [Metaphors we live by] (Gökhan Yavuz Demir, trans.). Ithaki Publishing.
• Lloyd, K. (2017). Benefits of art education: A review of the literature. Scholarship and engagement in education, 1(1), 6. Retrieved from https://scholar.dominican.edu/seed/vol1/iss1/6.
• MacDonald, A. J., Baguley, M. M., & Kerby, M. C. (2017). Collaboration as metaphoric construct and guiding practice in artmaking and teaching. Studies in Art Education, 58(4), 312-324.
• Merriam, S. B. (2018). Nitel araştırma: Desen ve uygulama için bir rehber (3. Bs.) [A guide to qualitative research design and practice (3rd. Ed.] (Selahattin Turan, trans.). Ankara: Nobel Academic Publishing.
• Morphy, H. (2020). Becoming art: exploring cross-cultural categories. Routledge Publishing.
• Nalinci, G. Z. & Yapıcı, M. (2020). Öğretmen adaylarının sanat ve yaratıcılığa ilişkin metaforları [Teacher candidates' mettaphors regarding art and creativity] , Social Sciences Studies Journal, 6(57), 918-924.
• Patton, M.Q. (2014). Nitel araştırma ve değerlendirme yöntemleri [Qualitative evaluation and research methods] (Mesut Bütün & Selçuk Beşir Demir, Trans. Ed.). Pegem Publishing.
• Perry, B., & Edwards, M. (2021). Using arts-based instructional strategies in e-learning. In D. Kayoko, R. Warner & C. Nygarrd (Eds.), Teaching and learning innovation in higher education (pp. 173-194). Libri Publishing.
• Pesen, A., Kara, İ., & Gedik, M. (2015). Çocuk gelişimi bölümü 2. sınıf öğrencilerinin “müdür” kavramına ilişkin metafor algıları [2nd grade department of child development students' metaphor perceptions in relation to the concept of "principal"]. Siirt University Journal of Social Science Institute, 5, 28-48.
• Saban, A. (2004). Giriş düzeyindeki sınıf öğretmeni adaylarının “öğretmen” kavramına i̇lişkin i̇leri sürdükleri metaforlar [Entry level prospective classroom teachers’ metaphors about the concept of “teacher”]. The Journal of Turkish Educational Sciences. 2(2), 131-15
• Saban, A., Koçbeker, B. N. ve Saban A. (2006). Öğretmen Adaylarının Öğretmen Kavramına İlişkin Algılarının Metafor Analizi Yoluyla İncelenmesi [An investigation of the concept of teacher among prospective teachers through metaphor analysis]. EducationalSciences: Theory&Practice, 6(2), 461-522.
• San, İ. (2010). Sanat eğitim kuramları (3. Baskı) [Art education theories]. Ütopya Publishing.
• Santn, M. F., & Torruella, M. F. (2017). Reggio Emilia: An essential tool to develop critical thinking in early childhood. Journal of New Approaches in Educational Research (NAER Journal), 6(1), 50-56.
• Shockley, E. T., & Krakaur, L. (2021). Arts at the core: Considerations of cultural competence for secondary pre-service teachers in the age of Common Core and the Every Student Succeeds Act. Pedagogies: An International Journal, 16(1), 19-43.
• Skrefsrud, T. A. (2020). Teachers as intercultural bridge‐builders: Rethinking the metaphor of bridge‐building. Teaching Theology & Religion, 23(3), 151-162.
• Stampoulidis, G., & Bolognesi, M. (2023). Bringing metaphors back to the streets: A corpus-based study for the identification and interpretation of rhetorical figures in street art. Visual communication, 22(2), 243-277.
• Taşdemir, A., & Taşdemir, M. (2011). Öğretmenlik ve Öğretim Süreci Üzerine Öğretmen Metaforları [Metaphors on teaching process and teachers; produced by the teachers]. In 2nd International Conference on New Trends in Education and Their Implications (pp. 27-29).
• Toker Gökçe, A., & Bülbül, T. (2014). Okul bir insan bedenidir: meslek lisesi öğrencilerinin okul algılarına yönelik bir metafor çalışması [Schools as a Human Body: A Metaphor Study related to Perceptions about Schools among Vocational High School Students].. Journal of Educational Sciences Research, 4(1), 63-88.
• Umuzdaş, S., & Işıldak, C. K. (2018). Müzik dersinin sınıf öğretmeni adaylarının özyeterlik düzeylerine etkisi (Gaziosmanpaşa Üniversitesi örneği) [The effect of music lessons on self- sufficiency levels of classroom teacher candidates (The case of Gaziosmanpaşa University)]. Yüzüncü Yıl University Journal of Education Faculty, 15(1), 1316-1331.
• Veit, W., & Ney, M. (2021). Metaphors in arts and science. European Journal for Philosophy of Science, 11(2), 44. https://doi.org/10.1007/s13194-021-00351-y.
• Ware, V. A. (2023). Metaphor in conflict transformation: Using arts to shift perspectives and build empathy. The European Journal of Development Research, 35(4), 914-937.
• Woodgate, R. L., Tennent, P., & Legras, N. (2021). Understanding youth’s lived experience of anxiety through metaphors: A qualitative, arts-based study. International journal of environmental research and public health, 18(8), 4315. https://doi.org/10.3390/ijerph18084315.
• Yalçın Wells, Ş. (2015). Görsel sanatlar öğretmeni adaylarının öğretmen ve sanatçı algısına ilişkin metafor analizi. [A study of trainee visual arts teachers metaphorical perception of the concept of ‘The teacher’ and ‘The artist’]. Hacettepe University Journal of Education), 30(3), 160-175.
• Yıldırım, A. & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. (8. Baskı) [Qualitative research methods in the social sciences]. Seçkin Publishing.
• Yılmaz, M. (2005). Görsel sanatlar eğitiminde uygulamalar [Art works in visual arts education]. Gündüz Education and Publishing.