In the study, the data were collected and analyzed using the convergent parallel pattern, one of the mixed research methods. In order to collect qualitative data, the participants were asked to complete the sentence "Individual with special needs is similar to …….
The quantitative data of the study were obtained with the 13-item attitude scale developed by Yaralı (2015). The quantitative data of the study were collected from 212 and qualitative data from 196 teacher candidates. The participants of the research are students studying in Special Education Teaching, Mathematics Teaching, Science Teaching, Turkish Language Teaching and Social Studies Teaching programs.
For this purpose, students at the faculty of education were determined as the study group. Abstract The aim of this study is to determine the attitudes and metaphorical perceptions of teacher candidate towards individuals with special needs. e-Kafkas Eğitim Araştırmaları Dergisi, 8, 770-787. Öğretmen adaylarının özel gereksinimli bireylere ilişkin tutumlarının metaforik algıları çerçevesinde incelenmesi: Bir karma desen incelemesi. On the other hand, the departments, in which teacher candidates study, have important role in identifying education technologies. It is also observed that the ratios of metaphors differ according to departments of teacher candidates. Without considering the departments of teacher candidates it is seen that they identify the education technology by function/ role feature at most. It is observed that teacher candidates identify the education technology concept in 5 different titles which are function/role, structural specification, impulse, symbolic features and attitude. The themes of these metaphors are classified according to their reasons. 83 different metaphors are obtained from total 143 teacher candidates. In this research using qualitative methods, we analyze the metaphors about education technologies concept developed by fourth year teacher candidates in Afyon Kocatepe University Classroom Teacher, Chemistry, Mathematics, Social Science Teacher, Turkish Teacher and Preschool Teacher departments.
Second, these metaphors also release a political imagination structured around particular expectations of what exactly the global means and does. First, they define a domain of their own, the global domain, creating a distinctive global viewpoint on human agency and social change. The different metaphors, this paper argues, fulfill a twofold role. In doing so, it illustrates how globalization is predominately rendered as an inclusive structure, a disembedded process, and as a permanent threat. Specifically, this study discusses seven conceptual metaphors: the global as a place, time, container, spectacle, person, threat, and as a force of nature.
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Focusing on the social studies education in the USA, this study explores how the various metaphors through which globalization is framed embrace particular perspectives on how to conceive and educate about globalization. Despite the abundance of studies on globalization in educational research, globalization is often approached as a monolithic and standardized concept.
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