PEN Academic Publishing   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2019, Vol. 15(2) 9-29

The Pre-Service Teachers' Metaphorical Perceptions about Syrian Asylum Seekers' Children

Gamze Tezcan

pp. 9 - 29   |  DOI: https://doi.org/10.29329/ijpe.2019.189.2   |  Manu. Number: MANU-1901-23-0001

Published online: April 06, 2019  |   Number of Views: 66  |  Number of Download: 175


Abstract

The aim of this study is to explore the metaphorical perceptions of pre-service teachers about Syrian asylum seekers’ children.  A metaphor analysis method was conducted through 160 pre-service teachers during the spring semester of the 2017-2018 academic year.  Data was collected by a metaphor analysis form. Qualitative and quantitative data analysis were conducted both. Inductive content analysis was done to derive conceptual categories from the metaphors and the frequencies and percentages of participants who represent each metaphor and each category were calculated. The findings show that the most of the pre-service teachers perceive Syrian asylum seekers’ children as traumatized and helpless and need support of others. In addition, there is a category which qualifies Syrian asylum seekers’ children as dangerous. Different form all other categories, only the ‘Children’ category underlines the equity of them with the other children.

Keywords: Asylum seekers’ children, pre-service teachers, metaphorical perceptions


How to Cite this Article?

APA 6th edition
Tezcan, G. (2019). The Pre-Service Teachers' Metaphorical Perceptions about Syrian Asylum Seekers' Children . International Journal of Progressive Education, 15(2), 9-29. doi: 10.29329/ijpe.2019.189.2

Harvard
Tezcan, G. (2019). The Pre-Service Teachers' Metaphorical Perceptions about Syrian Asylum Seekers' Children . International Journal of Progressive Education, 15(2), pp. 9-29.

Chicago 16th edition
Tezcan, Gamze (2019). "The Pre-Service Teachers' Metaphorical Perceptions about Syrian Asylum Seekers' Children ". International Journal of Progressive Education 15 (2):9-29. doi:10.29329/ijpe.2019.189.2.

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