transcription. In the analysis of the interview data, emerging themes were investigated based on the research questions posed (Miles & Huberman, 1994). The findings along with exemplary quotes to support the metaphor analysis both from the interview and from the follow-up e-mails were represented in the next section. For trustworthiness concerns, the metaphors stated by the participants were also analyzed in line with the taxonomy proposed by Oxford et al., (1998) by a second researcher and 100% inter-coder reliability was maintained. Results Findings related to the first research question The first research question was on the metaphors generated by the participants. The metaphors obtained from the metaphor completion tasks are represented in Table 2. 2. Pre-service Teachers’ Metaphors for the Foreign Language Classroom Participants Pre-course During Post-course The first participant Ocean Ocean Farm The second participant Airplane Kitchen Marriage Findings related to the second research question The second research question sought to understand how pre-service teacher reflected on the metaphors they used. The first participant’s pre- and during the practicum course metaphor of the foreign language classroom was ocean. That is to say, there was no change in between. She also associated teachers with lighthouses and learners with ships: “I liken the teachers to lighthouses, and students to ships. Simple, yet clear enough.” (The first participant, interview) According to Oxford et al., (1998), in the learner-centered growth category of the typology, individuals have to learn to think for themselves, to discover the world through experience
transcription. In the analysis of the interview data, emerging themes were investigated based on the research questions posed (Miles & Huberman, 1994). The findings along with exemplary quotes to support the metaphor analysis both from the interview and from the follow-up e-mails were represented in the next section. For trustworthiness concerns, the metaphors stated by the participants were also analyzed in line with the taxonomy proposed by Oxford et al., (1998) by a second researcher and 100% inter-coder reliability was maintained. Results Findings related to the first research question The first research question was on the metaphors generated by the participants. The metaphors obtained from the metaphor completion tasks are represented in Table 2. 2. Pre-service Teachers’ Metaphors for the Foreign Language Classroom Participants Pre-course During Post-course The first participant Ocean Ocean Farm The second participant Airplane Kitchen Marriage Findings related to the second research question The second research question sought to understand how pre-service teacher reflected on the metaphors they used. The first participant’s pre- and during the practicum course metaphor of the foreign language classroom was ocean. That is to say, there was no change in between. She also associated teachers with lighthouses and learners with ships: “I liken the teachers to lighthouses, and students to ships. Simple, yet clear enough.” (The first participant, interview) According to Oxford et al., (1998), in the learner-centered growth category of the typology, individuals have to learn to think for themselves, to discover the world through experience
TOJQI_6_2.docx