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Abstract
The purpose of this study is to determine and compare candidate classroom teachers’ metaphoric perceptions about reading and writing. The study was conducted with teacher candidates who were studying at Omer Halisdemir University’s Department of Elementary Education in Nigde/Turkey during 2016-2017 academic year. A total of 266 1st, 2nd, 3rd and 4th grade candidate classroom teachers participated in the study. The study design was organized according to phenomenological design. According to the study findings, teacher candidates created 23 metaphoric categories in reading, 17 in writing and 15 in both reading and writing. The most categories developed by classroom candidate teachers on the concept of reading is necessity. As to writing; the most categories developed by classroom candidate teachers on the concept of writing is on expressing feelings. The category with the least metaphor about writing concept is the negativity and watching. The common metaphors used by the classroom teacher candidates regarding the concepts of reading and writing are mostly gathered in the categories of water and its derivatives and life. Whereas the category with the least common metaphors about is infinity. Another result of the research is that the teacher candidates produce a more negative number of metaphorical concepts in the writing concept. Metaphors on the concept of writing are outpouring, effusion and the man himself. As a result, metaphors can be used as a research tool to determine teacher candidates' perceptions and opinions about reading and writing.
Highlights
Throughout people’s lives, there are certain skills that they use all the time and that they have used since elementary school
The most metaphors classroom teacher candidates developed about the concept of reading are respectively: water (f:22), tree (f:18), life journey (f:12), food (f:11) and travel (f:9)
Discussing elementary school students’ metaphors regarding the first reading and writing process, Kırmızı and Çelik (2015) found similar metaphors like plant, plant’s development, skill, nature, fun, development, imagination, personalization, travel, sports, space, innovation, food and tree were developed by the participants
Summary
Throughout people’s lives, there are certain skills that they use all the time and that they have used since elementary school. Reading is the activity of making meaning from written symbols by working psychomotor skills with cognitive behaviors (Razon, 1980). 1), reading is the process of meaning making in which prior knowledge is used in an organized environment in line with appropriate method and purpose based on effective communication between the writer and the reader. 41) define reading as the process of seeing, perceiving and comprehending a writing with its words, sentences, punctuation marks and other elements. 11) describes reading as perceiving, meaning making, comprehending and interpreting printed or written words through the sense organs. Reading is the coding of a number of print-based elements and the thinking skills needed to understand a text (Harris & Hodge, 1995). There are various definitions made regarding reading
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