Metaphorical Perceptions About Being A Teacher in Turkey During The Pandemic Period

Sevilay YILDIZ

doi:10.52380/ijpes.2021.8.4.653

Abstract

In this study which aims to uncover and examine the metaphorical meanings that teachers have attributed to the concept of teaching during the pandemic period, phenomenological method that is a qualitative research design was used. The study group of the research consists of the teachers working in public primary, secondary and high schools in a city in the Western Black Sea Region during the spring semester of the 2020-2021 academic year. The teachers participating in this study were selected on a voluntary basis. In order to collect the data, a semi-structured interview form used in qualitative research method was used as a data collection tool. Content analysis that consisted of such procedures as coding, finding themes, organizing the data according to code and themes was used in the analysis of the data. Based on these perceptions, 278 metaphors were obtained related to the concept of ‘’being a teacher in Turkey during the pandemic period’’. The related metaphors were grouped under 12 categories by the researchers. When they were examined, it emerged that the preferred metaphors usually reflected a negative structure.

Highlights

The entire world remains in the grip of a health crisis caused by the coronavirus, with a mega-crisis composed of a combination of political, economic, social, ecological, national, planetary crises with multiple components, interactions, and uncertainties (Morin, 2020)
(2) For each of the 278 metaphors related to the concept of being a teacher in Turkey during the pandemic period, the sample metaphor image that was assumed to represent it best was developed, and all of these metaphor images were included in the findings section
278 metaphors were obtained related to the concept of ‘’being a teacher in Turkey during the pandemic period’’

Summary

Introduction

The entire world remains in the grip of a health crisis caused by the coronavirus, with a mega-crisis composed of a combination of political, economic, social, ecological, national, planetary crises with multiple components, interactions, and uncertainties (Morin, 2020). The COVID-19 pandemic continues to have negative effects on business, education, health, and tourism worldwide. The COVID-19 pandemic has led to a devastating bifurcation of the world, affecting all areas of human life including all levels of the education system. Parents, and teachers around the world have felt the unexpected ripple effect of the COVID-19 pandemic as schools have been closed to deal with the global pandemic. As of July 2020, 98.6% of students worldwide were affected by the outbreak, representing 1,725 billion children and youth from pre-school to tertiary education in 200 countries (Murphy, 2020; Sintema, 2020; Weeden & Cornwell 2020; Petrie, 2020; Sobaih, Hasanein & Elnasr, 2020; United Nations, 2020). As of 2020, the Covid-19 health crisis has affected 91.3% of students on the planet, or about 1.6 billion students whose schools have been closed in 188 countries (UNESCO, 2020)

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Conclusion