Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Metaphors as a Reflection of Middle School Students’ Perceptions of School: A Cross-Cultural Analysis
Date
2007-04-01
Author
Engin Demir, Cennet
Metadata
Show full item record
Item Usage Stats
274
views
0
downloads
Cite This
his study analyzes the perceptions of Turkish and American middle school students of school and schooling by examining the metaphors they produce. A total of 18 American and 24 Turkish students were interviewed as part of this study. The results show differences in the participants' perceptions of schooling by culture. Turkish participants perceived the school environment as family-like, care-giving, psychologically nurturing, educationally exemplary, and physically appealing. School was also seen as a fundamental prerequisite in the preparation for life and the possibility of employment, promising upward social mobility as an adult. Overall, while some American participants perceived school as a wild, crowded, chaotic, boring, painful, regulated environment in which students must learn to survive, others see it as a place of joy, caring, involvement, and learning. The study also indicates that metaphors are useful tools in understanding how students as real actors of school make sense of schooling and their experiences in school.
Subject Keywords
Metaphoric
,
Pre-service teachers
,
Qualitative research methods
URI
https://www.tandfonline.com/doi/pdf/10.1080/13803610701204099
https://hdl.handle.net/11511/80308
Collections
Department of Educational Sciences, Research data
Suggestions
OpenMETU
Core
Dealing with in-class challenges: Pre-service teacher cognitions and influences
Çimen, Şeyda Selen; Daloğlu, Ayşegül (2019-01-01)
© 2019 JLLS and the Authors - Published by JLLS.This study explores cognitions of pre-service English language teachers in relation to dealing with most commonly experienced in-class challenges in foreign language teaching and the influences that shape their cognitions. Adopting qualitative research design, a case study was conducted to provide an account of pre-service English language teachers’ cognitions. Data for this study were collected in two main stages. The first stage involved collection of the ba...
Dealing with in-class challenges: Pre-service English teacher cognitions
Çimen, Şeyda Selen; Daloğlu, Ayşegül (2017-05-21)
This study explores cognitions of pre-service English teachers in relation to dealing with most commonly experienced in-class challenges in foreign language teaching and the influences that shape their cognitions. Adopting qualitative research design, a case study was conducted to provide an account of pre-service English teachers’ cognitions. Data for this study were collected in two main stages. The first stage involved collection of the base-line data through a qualitative questionnaire with a view to id...
Challenging moments of novice teachers: survival strategies developed through experiences
ÇAKMAK, MELEK; Gündüz, Müge; Emstad, Anne Berit (2019-03-04)
The main objective of this qualitative research study is to demonstrate Norwegian and Turkish novice teachers' reflections on bumpy moments and which strategies they use to cope with the challenges they have faced in practice. The participants of the present study are novice teachers (n = 17) with a maximum of five years' teaching experience. The logbook and interview were the main data collection tools used to reflect novice teachers' challenging moments. The data were recorded and transcribed separately i...
Re-defining language teacher cognition through a data-driven model: The case of three EFL teachers
Öztürk, Gökhan; Gürbüz, Nurdan (2017-01-01)
This study examined the main sources of the participant English as a foreign language (EFL) teachers' cognitions, their classroom practices and the impact of institutional context on these practices. The participants included three Turkish EFL instructors working at English preparatory programs at university level. The data were collected through three semi-structured interviews, twelve hours of classroom observations with follow-up stimulated recall interviews, and reflective journal entries. To analyse th...
Nietzsche’s influence on modernist bildungsroman: the immoralist, a portrait of the artist as a young man, and demian /
Başpınar, Harika; Alpakın Martınez Caro, Dürrin; Department of English Literature (2014)
This thesis carries out a comparative analysis of three modernist bildungsromans written by André Gide, James Joyce, and Hermann Hesse in the light of Nietzschean philosophy. The Immoralist (1902), A Portrait of the Artist as a Young Man (1916), and Demian (1919) are all coming of age novels reflecting the zeitgeist of modern Europe at the beginning of the 20th century. It is argued that their protagonists are typical modernist characters who show a rebellious characteristic and strive for freedom and authe...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
C. Engin Demir, “Metaphors as a Reflection of Middle School Students’ Perceptions of School: A Cross-Cultural Analysis,” 2007. Accessed: 00, 2021. [Online]. Available: https://www.tandfonline.com/doi/pdf/10.1080/13803610701204099.
