Metaphoric perceptions of pre-service teachers studying in language teaching towards concept of writing (composition)

Abstract

This study aimed to determine metaphoric perceptions of pre-service teachers who studied in the field of language teaching regarding the concept of writing (composition). The research involved 122 participants from second, third, and fourth grade pre-service teachers who studied in Turkish Language Teaching department of Buca Education Faculty, Dokuz Eylul University, and it took place at the end of 2016-2017 academic year. To collect data, special forms that inquire demographic knowledge of participants and ask students to complete the sentence “Writing (composition) is like ………, because………” were used. Following the analysis of 122 metaphors obtained from the forms, three field specialists were consulted to construct six conceptual categories. To reveal the way metaphors were distributed, a content analysis was run using computer package software (Nvivo 12 PLUS). The results indicated that metaphors related to “writing (composition)” were accumulated around six conceptual categories as follows: forming integrity, constructing thought diversity, transfer tool, relaxation and healing, quality, and storing knowledge.