Abstract
The purpose of this study is to explore the perceptions of prospective physical education teachers on the concepts of “physical education teacher” and “physical education course” through the metaphors. In this study which was structured with the approach of qualitative research, the model of phenomenology, which defines the common meaning of the experience of individuals related to a concept was used. 167 prospective physical education teachers who were enrolled at the department of Physical Education and Sports Education at the Sports Sciences Faculty of Ankara University were included in the study. The content analysis method was used to analyze the data of this study which were collected via the method of semi-structured forms. Within this context, the metaphors formed by the prospective teachers were divided into categories based on their common properties in MS Excel, and a frequency calculation was made. As a result of the analysis, the metaphors that were formed in relation to both the concepts were collected under four categories. It was concluded that the prospective teachers perceived the physical education course as a course that provides children with fun and pleasing moments, relaxes them and is needed for the healthy continuation of their lives, while they perceived a physical education teacher as a person who is found familiar by students, helps them, guides them and is a multi-dimensional person who does everything.
Highlights
Metaphors, on which very important studies have been conducted in several fields where the emotional and aesthetical experience of people were studied, are main schemas that reflect the flowery aspect of language and conceptualize the own world of people and their actions (Gibbs, 2008, p. 3)
This study aimed to explore the perceptions of prospective teachers on the concepts of physical education course and physical education teacher
In the light of the results that were obtained, it may be stated that the physical education course was perceived as a course that has an important role in life, teaches people to take responsibility and develops the child multidimensionally, in addition to being a course that relaxes children by allowing them to have fun and pleasant moments
Summary
On which very important studies have been conducted in several fields where the emotional and aesthetical experience of people were studied, are main schemas that reflect the flowery aspect of language and conceptualize the own world of people and their actions (Gibbs, 2008, p. 3). Defining the beliefs and perceptions of prospective teachers through their undergraduate education may provide an important flow of information to people who work in the field of teacher education in terms of the transformation of their perceptions that do not suit the understanding of education in the 21th century Looking through this aspect, metaphors may function as a pedagogic support in teacher education (Lynch & Fisher-Ari, 2017; Saban, 2006). After discovering the metaphors created by prospective teachers, it is needed to compare these to strong and meaningful experiences that would lead them to question their beliefs that are formed in years again (Matanin & Collier, 2003) In this sense, metaphors are used prevalently in studies that are conducted with prospective teachers based on their power in revealing the real perceptions and beliefs (Akcay, 2016; Aslan, 2015; Aykac & Celik, 2014; Ergin, Sahin, & Erisen, 2013; Lynch & Fisher-Ari, 2017; Tannehill & MacPhail, 2014)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
