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ERIC Number: EJ1177838
Record Type: Journal
Publication Date: 2018
Pages: 12
Abstractor: As Provided
ISSN: ISSN-2332-3205
Pre-Service Turkish Teachers' Metaphorical Perceptions Regarding the Concepts of "Instructional Technology" and "Teaching Material"
Öztürk, Basak Karakoç; Dagistanlioglu, B. Erdem
Universal Journal of Educational Research, v6 n5 p811-822 2018
In this study, it was aimed to determine the perceptions of pre-service Turkish teachers (PTT) regarding the concepts of instructional technology and teaching material through metaphors. Within the scope of this aim, what the metaphors used by PTTs for the concepts of instructional technology and teaching material were and under which categories the metaphors used by them for these concepts were collected were investigated. The phenomenology design, one of the qualitative research methods, was used in the study. Data were collected from a total of 152 PTTs studying in the first, second, third and fourth grades of Çukurova University Faculty of Education Turkish Education Department. Data were collected by means of a form intended for completing the statements of "Instructional technology is like.......... because.........." and "Teaching material is like .......... because......." and analyzed using the content analysis technique. As a result of the study, the metaphors examined for the concept of instructional technology were collected in 9 categories while the metaphors for the concept of teaching material were collected in 5 categories. The categories for instructional technology are informative/information source, tool/vehicle, requirement, permanence, change, attractiveness, process, development, and limitlessness, and the categories for teaching material are tool/vehicle, requirement, informative/information source, attractiveness and permanence.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A