Investigation of Achievement Perceptions of Primary School Teachers Through Metaphors

Öz

The aim of this study is to examine the perceptions of primary school teachers about the achievement through metaphors. This study is a qualitative research used descriptive survey model. The study group consists of 74 primary school teachers. The forms with such expressions like "Achievement is like ......., Because …….” have been filled out by the participants. The forms filled out by the participants have been analyzed by content analysis method. In this study where 65 different metaphors were developed, the most repetitive metaphors were journey (6) and ladder (4). These metaphors are grouped under 7 conceptual categories considering their common characteristics. In this study where 65 different metaphors have been developed, the most repetitive metaphors were journey (6) and ladder (4). These metaphors have been grouped under 7 conceptual categories considering their common characteristics. These conceptual categories can be listed as labor, continuity, stage, source of happiness, struggle, illumination and consequence. As a result, the most metaphor producing category was continuity and the least metaphor producing category was the consequence. Source of happiness was the second most metaphor producing category. In this context, it can be said that primary school teachers perceive the concept of achievement as continuity and source of happiness.

Anahtar Kelimeler

• Value,perception of achievement,metaphor,primary school teacher

Sınıf Öğretmenlerinin Başarı Algılarının Metaforlar Yoluyla İncelenmesi

Öz

Bu araştırmanın amacı sınıf öğretmenlerinin başarıya yönelik algılarını metaforlar yoluyla incelemektir. Bu araştırma betimsel tarama modeli kullanılarak gerçekleştirilen nitel bir araştırmadır.  Çalışma grubunu 74 sınıf öğretmeni oluşturmaktadır. Katılımcılar tarafından “Başarı……gibidir. Çünkü…….” ifadesinin yer aldığı formlar doldurulmuştur. Metafor ve gerekçesi açıkça belirtilen formlar içerik analizi yöntemiyle analiz edilmiştir. 65 farklı metafor geliştirilmiştir. En çok tekrar eden metaforlar yolculuk (6) ve merdiven (4) metaforlarıdır. Metaforlar ortak özellikleri dikkate alınarak 7 kategori altında toplanmıştır. Bu kavramsal kategoriler emek olarak başarı, süreklilik olarak başarı, aşamalı olarak başarı, mutluluk kaynağı olarak başarı, mücadele olarak başarı, aydınlatıcı güç olarak başarı, sonuç olarak başarı kategorileridir. Araştırma sonucunda en çok metafor üretilen kategorinin süreklilik olarak başarı kategorisi olduğu, en az metafor üretilen kategorinin ise sonuç olarak başarı kategorisi olduğu görülmektedir. Mutluluk kaynağı olarak başarı kavramsal kategorisi ise en çok metafor üretilen ikinci kategori olmuştur. Sonuç olarak sınıf öğretmenlerinin başarı kavramını çoğunlukla süreklilik ve mutluluk kaynağı olarak algıladığı söylenebilir.

Anahtar Kelimeler

• Değer,başarı algısı,metafor,sınıf öğretmeni

Kaynakça

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