A review of teacher candidates’ metaphoric perception regarding the concept of “professional knowledge courses”
Professional knowledge courses
Abstract
Professional knowledge courses are crucial in delivering teacher candidates the knowledge and skills that are required in the profession of teaching. This paper studies teacher candidates’ metaphoric perceptions regarding the concept of professional knowledge courses. This study, which employed a model of qualitative research that is phenomenology patterns, identifies the teacher candidates’ perception of professional knowledge courses through metaphors. The study group in this research was made up of students in the Faculty of Education of a state university in Eastern Turkey. As a means of collecting data, the participants were asked to fill in a form using a metaphor. Data analysis was conducted through content analysis. As a result of the research, 65 kinds of metaphors and 8 categories regarding the concept of professional knowledge courses were determined. The categories that were defined according to the metaphors used by the participants are as follows: guiding, completing, leading to deeper understanding, useful, improving teacher quality, preparing to become a teacher, providing experience and teaching to make use of knowledge. The results show that teacher candidates’ perception of professional knowledge courses is a positive one and they deem these courses significant in relation to their profession.
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