Abstract
Objective: This study aimed to explore the formation of conceptual metaphors by pre-service early childhood teachers concerning electronic picture books. The goal is to gain insights into how these metaphors may impact the integration of electronic pictures books within early childhood education settings.
 Methods: A total of 210 pre-service early childhood teachers participated in this study and responded to a metaphorical questionnaire. The collected data were analyzed using both qualitative and quantitative methods.
 Results: The research findings categorized the 210 metaphorical expressions into the following eight main categories: Convenience, Visual Effects, Innovation, Developmental Hindrance, Immersion, Educational Effects, Ambiguity, and Enjoyment.
 Conclusions: This study analyzed metaphorical expressions and their underlying rationales among prospective preschool teachers regarding electronic picture books. The aim is to provide guidance and support for prospective teacher education to foster a proper understanding and effective utilization of electronic picture books.
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