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Exploring Prospective EFL Teachers' Beliefs About Teachers and Teaching Through Metaphor Analysis
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Author(s): Anıl Rakıcıoğlu-Söylemez (Bolu Abant Izzet Baysal University, Turkey), Ayşe Selmin Söylemez (Ankara Hacı Bayram Veli University, Turkey)and Amanda Yeşilbursa (Bursa Uludağ University, Turkey)
Copyright: 2019
Pages: 17
Source title:
Handbook of Research on Educator Preparation and Professional Learning
Source Author(s)/Editor(s): Drew Polly (University of North Carolina at Charlotte, USA), Christie Martin (University of South Carolina at Columbia, USA)and Kenan Dikilitaş (Bahçeşehir University, Turkey)
DOI: 10.4018/978-1-5225-8583-1.ch008
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Abstract
This study aimed to explore prospective EFL teachers' metaphors of “teachers, teaching and being a prospective EFL teacher” at the beginning and the end of a ten-week practicum course. A total of 110 Turkish prospective EFL teachers voluntarily participated in the study. Data was collected using semi-structured interviews and metaphor-elicitation forms. Results lead to three major conclusions. First, the participants' prior beliefs about the role of an EFL teacher and teaching were affected by their previous experiences as language learners. Second, although the content analysis of the metaphors revealed a limited change throughout the practicum experience, the analysis of the interviews showed the dynamic nature of beliefs held by the prospective teachers. Finally, data analysis of the interviews revealed that the variation in beliefs and practices mainly derived from individual experiences with mentoring practices of the cooperating teachers and the socio-professional context of the practicum school.
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