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Abstract
The purpose of this study is to know how pre-service teachers perceive the concept and add a meaning to ADHD through metaphor analysis. For this purpose, 208 pre-service early childhood teachers who were the students of university in Gyeongnam area were selected as target objects, and data were collected from September 14-30, 2015. The data were both categorized and quantified based on the systematic metaphor analysis. As a result, nine categories of “ADHD” were classified: 1) distractibility, 2) impulsivity, 3) hyperactivity, 4) antisociality, 5) personal support, 6) social support, 7) creativity, 8) diversification, and 9) concentration. In summary, first pre-service teachers focused on behavioral characters of the children with ADHD. Second, they recognized about children with ADHD negatively. Lastly, they put a emphasis on personal and social support. Thus, they have to aim for pre-teacher education based on alternative perspective and approach that can be considered the children's strength and complemented their Received (January 20, 2016), Review Result (February 3, 2016) Accepted (February 12, 2016), Published (March 31, 2016) 51767 Dept. Early Childhood Education, Kyungnam Univ., 7 Kyungnamdaehak-ro, Masanhappo-gu, Changwon-Si, Gyeongsangnam-do, Korea email: sena49@Kyungnam.ac.kr (Corresponding Author) 51352 Dept. Early Childhood Education, Changshin Univ., 262 Paryong-ro, Masanhoewon-gu, Changwon-Si, Gyeongsangnam-do, Korea email: kangyu8@hanmail.net Perceptions of pre-service Early Childhood Teachers on ADHD through Metaphor Analysis Copyright c 2016 HSST 334 negative behaviors.
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