In-service English Teachers’ Conceptions about ‘Learning’ and ‘Learner’: Reflections from the Shift in Language Teacher Education
Öz
This study investigated 24 in-service English teachers’ conceptions about ‘learning’ and
‘learner’ through metaphor analysis. A metaphor elicitation task including the statements
“Learning English is like …………… because…………………..” and “An English language
learner is like …………… because…………………..” was used to gather data. Results showed
that the teachers’ conceptions about ‘learning’ and ‘learner’ were not the reflections of a
traditional understanding. Rather, their conceptions which generally seemed to be learnercentered
could be attributed to their undergraduate education and the policies guiding English
language teacher education programs over the course of the teachers’ undergraduate education.
Anahtar Kelimeler
Kaynakça
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