Racing in the Marathon or Traveling to a Mysterious Place: Prospective Primary Teachers' Conceptions of Experienced and Ideal Learning

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dc.contributor.authorSaban, Ahmet
dc.contributor.authorKocbeker-Eid, Beyhan Nazli
dc.contributor.authorSaban, Aslihan
dc.date.accessioned2024-02-23T14:45:53Z
dc.date.available2024-02-23T14:45:53Z
dc.date.issued2014
dc.departmentNEÜen_US
dc.description.abstractIn this study, Turkish primary teacher candidates' experienced and ideal conceptions of learning were examined through metaphors. The participants of this phenomenological study included 193 sophomores taking the Principles and Methods of Teaching course at Ahmet Kelesoglu Education Faculty, Necmettin Erbakan University, in the fall of the 2011-2012 academic year. Data were gathered from the compositions written by the participants by using two open-ended prompts (For me, learning was like ... because ... and To me, learning is/should be like. because ... ) and analyzed using the content analysis technique. According to the findings of the study, participants conceptualized their experienced learning with 18 metaphorical images and ideal learning with 25 metaphorical images. The three categories and some of the corresponding metaphors representing the participants' experienced learning include the following: (1) learning as an involuntary/compulsory activity (racing in the marathon), (2) learning as memorization/accumulation of knowledge (recording with a video camera), and (3) learning as a temporary/momentary activity (putting makeup on). The six categories and some of the corresponding metaphors representing the participants' ideal learning include the following: (1) learning as exploring (traveling to a mysterious place), (2) learning as active participation (bees making honey), (3) learning as meaning making (putting together the pieces of a puzzle), (4) learning as schema generation (recharging the brain), (5) learning as a social process (playing games with friends), and (6) learning as self-actualization (learning how to catch fish). While participants associated their experienced learning with more negative metaphorical images and more features of surface learning (knowledge increase, memorization), they paralleled their ideal learning with more positive metaphorical images and more features of deep learning (meaning making, self-actualization). In addition, the experienced and ideal learning conceptions gathered from the participation and views of only one education faculty's pre-service teachers need to be validated by the views of more teacher candidates studying at other teacher training institutions.en_US
dc.identifier.endpage1030en_US
dc.identifier.issn1303-0485
dc.identifier.issue3en_US
dc.identifier.startpage1013en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12452/17652
dc.identifier.volume14en_US
dc.identifier.wosWOS:000344251400010en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherEdamen_US
dc.relation.ispartofKuram Ve Uygulamada Egitim Bilimlerien_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectConceptions Of Learningen_US
dc.subjectMetaphorical Imageen_US
dc.subjectPhenomenologyen_US
dc.subjectProspective Primary Teacheren_US
dc.subjectQualitative Researchen_US
dc.titleRacing in the Marathon or Traveling to a Mysterious Place: Prospective Primary Teachers' Conceptions of Experienced and Ideal Learningen_US
dc.typeArticleen_US

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