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• W2340894907 abstract "This study aims to compare and contrast the approaches of teachers in two different primary schools towards the concepts of and through the metaphorical images they use. In the realm of the qualitative research, a comparative case study design was utilized. The data source is teachers from two schools with dramatically different environments. The data collection instrument was a semi-structured metaphor form. Content-analysis was performed to analyze the data. A number of metaphors were produced by the participants and findings portrayed that although some differences exist in teachers' views towards classroom, their views towards classroom management do not differ significantly as reflected through the metaphors they used. The common concern about appears to focus on harmony, whereas the one about the is about the diversity of students. SUMMARY Purpose and significance: The purpose of this study is to compare and contrast the approaches of primary school teachers in two different school settings towards the concepts of and through the metaphorical images they use. Utilizing metaphor analysis provides researchers with rich information while understanding social phenomena and is widely used in educational research. However, this study particularly focused on and concepts and sought to compare and contrast the perspectives of primary school teachers who work in completely opposite school settings in terms of their socio-economic environments. Methods: A comparative case study design was employed in the realm of the qualitative research. Deviant case sampling, a type of purposeful sampling, was used to compare and contrast the views of teachers from two dramatically different school settings. A semi-structured metaphor form was used to collect data and content-analysis was performed to analyze the data. Results, Discussion and Conclusions: A number of metaphors and their explanations about the concepts of and were elicited from the participants. The findings demonstrated that teachers in School A (a private school with students from dominantly higher socio- economic level) have a more positive view towards the concept of than the teachers in School B (a public school with students from dominantly lower socio-economic level) do. The main categories describing the emerged as diversity of students, teachers' attitudes in the and the quality of students. Some exemplary metaphors reflecting the diversity were flower garden, sea, big city, concert hall and Turkey. Metaphors referring to the teachers' attitudes were theatre stage and beehive, and one category that emerged in only School B was the quality of the students and the metaphors were balloons and soil. In their explanations, teachers of School B emphasized the low academic quality and unproductivity of their students. As for the metaphors developed to reflect the approaches, the most significant finding was the frequent use of the metaphor, orchestra conducting, meaning leading in harmony. Teachers from both schools also mentioned metaphors reflecting the idea of harmony and leading in tune. These can be exemplified as family management, ship and factory management. Moreover, teachers from School A provided metaphors such as strategic war and space travel to refer to the difficult situations they encounter in terms of their students' behavior. There were no significant differences in their approach towards but a significant difference was observed in their approach towards classroom. This study, as well as other metaphorical studies, once more demonstrated that metaphors are effective tools to understand the deeply embedded meanings behind social phenomena" @default.
• W2340894907 created "2016-06-24" @default.
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• W2340894907 date "2012-06-01" @default.
• W2340894907 modified "2023-09-24" @default.
• W2340894907 title "Primary School Teachers' Metaphorical Perspectives towards Classroom and Classroom Management: A Comparative Case Study" @default.
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