Abstract
The study aims to reveal Turkish Language teacher candidates' metaphorical perceptions of the concept of digital story. The study is phenomenological research, which is one of the qualitative research approaches. The study group consists of 68 Turkish Language teacher candidates studying at Firat University, Education Faculty, Department of Turkish Language Education in 2018-2019. The study uses a purposeful sampling method to determine the study group of the study. To determine the teacher candidates' metaphorical perceptions of the concept of the digital story, the study employs a metaphor questionnaire form developed by the researchers. The metaphors obtained are analyzed according to their reasons, and themes are created. As a result of the research, it is revealed that teacher candidates perceive digital stories as an instructional, mind-building, versatile, facilitating, entertaining, curious, relaxing, remarkable, and transparent tool. These results confirm that digital stories should be used in the training of Turkish Language teacher candidates, and other teacher candidates as well.
Highlights
Technology is a phenomenon that facilitates human life
For the transferability of the research, metaphors are described in detail; the data collection and analysis process are given in detail. In this part of the study, the metaphors developed by teacher candidates for the concept of the digital story are explained by presenting them in tables showing frequencies according to their main metaphors and according to their themes
Related to Metaphors Developed by Turkish Teacher Candidates Regarding the Concept of Digital Story
Summary
Technology is a phenomenon that facilitates human life. Traditional stories, on the other hand, are the approaches that people use to tell about events, situations and share their experiences, which enable them to explain what they want to tell more effectively and interestingly and are used effectively in teaching-learning processes (Gere, Kozolvich & Kelin, 2002; Lowenthal & Dunlap, 2010). It would not be wrong to say that these approaches make people's lives easier and are the technology of the time they are used. These technologies have been transformed into digital platforms since the beginning of the 20th century and used as digital stories on these platforms. Studies using digital stories as products or tools revealed that digital stories are effective in creating an active classroom environment, supporting language studies, developing creative writing, facilitating the acquisition of social values, and increasing student achievement (Baki, 2019; Balaman, 2016; Kurudayioglu & Bal, 2014; Yuruk & Atici, 2017). Digital stories help students to think at a higher level and help them read in more depth and meaning (Kurudayioglu &Bal, 2014)
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