مطالعه بازنمایی ادراک استعاری از مفهوم دانش دانشجو_معلمان: مطالعه موردی پردیس‌های شهر تهران

مقدمه: هدف این مطالعه تحلیل درک دانشجو_معلمان از مفهوم دانش توسط بررسی استعاره است. مشارکت‌کنندگان دانشجو_معلمان رشته‌های مختلف و دارای شرط: گذراندن دوره کارورزی، بودند. روش کار: روش کیفی پدیدارشناسی است؛ ابتدا اجرای مصاحبه‌های پایلوت انجام شد، سپس بر اساس آن مصاحبه‌های نیمه‌ ساختاریافته انجام گرفت و در آخر طبقات استعاری از صداهای ذخیره‌ شده، استخراج شدند. همچنین محتوای مصاحبه‌ها توسط اساتید مجرب در پژوهش‌های کیفی و پدیدارشناسی مورد بررسی قرار گرفتند. یافته‌ها: از طریق تحلیل داده‌ها 339 استعاره از متن مصاحبه‌ها و در مجموع نگاشت‌های استخراج ‌شده در دو طبقه: الف) بازنمایی‌های استعاری سه سطح در حوزه مبدا (زنجیره بزرگ هستی و زنجیره بزرگ گسترده) و (رویدادها)، ب) بازنمایی‌های استعاری در سه نقش (هستی‌شناسانه، جهت و ساختاری) استخراج شدند که به ‌ترتیب بیشترین بسامد آن طبقات عبارت‌اند از: ابزار، شی‌ء، غذا، حرکت، مسیر، زمان، مکان، ماده، گیاه، ساختمان، سلامتی، انسان، بالا، روشنایی و نیرو. در این میان حوزه‌های مبدا به‌ دست ‌آوردن، کسب کردن و رسیدن بیشترین کاربرد را داشتند.نتیجه‌گیری: تحلیل داده‌ها نظریه استعاره مفهومی lakoff و  johnson(1980) را حمایت می‌کند و استعاره‌های کاربردی دانشجو_معلمان در چهار طبقه: الف) دانش درون ذهن فرد فعال قرار دارد، ب) دانش بیرون از ذهن فرد قرار دارد (یادگیرنده منفعل)، ج) دانش بیرون از ذهن فرد قرار دارد (یادگیرنده فعال) و د) دانش از درون به بیرون در ارتباط است، به تفسیر درآمد. به‌ علاوه ادراک استعاری آنها بر اساس استعاره غالب دیدگاه غالب آموزش گرایی را نشان داد. 

presentation of knowledge conception: teachers trainee metaphorical perception study; tehran teacher training college’s cases camps

introductionaccording to the paradigm presented by borg (2006), teacher perception consists of a set of beliefs, knowledge, theories, images, assumptions, metaphors, concepts and approaches, principles, decision-making, and thinking. furthermore, teacher cognition studies have examined three aspects of teachers’ curriculum: teachers’ interactive thoughts, decisions, and theories and attitudes of teachers (7).however, attitudes and mental states, in particular, are not easily accessible (11) because they are difficult to express, people lack awareness of those beliefs, and even people are unwilling to represent them for socio-political reasons (10). hence, teaching-learning researchers use metaphors as a method, for example, apprenticeships (15) and professional development metaphors (17).besides, conceptual metaphor theory (cmt) took these ideas one step further, arguing that metaphor is a perfectly common way of thinking that allows us to understand abstract areas of experience in terms of more concrete, embodied ones (22).through the analysis of applied metaphors, only a study of the metaphor of knowledge was conducted on university professors (20). therefore, this study intends to understand persian language teacher’s understanding of the concept of “knowledge” by examining the following questions;1. what are the metaphors of student-teacher representation of the concept of knowledge?2. what are the implications for teachers’ metaphorical representation of knowledge in the field of teaching and learning?methodsin this study, the researchers try to display the participants’ perceptions, and the meaning they have attributed to the events are examined in depth and the perspective about the phenomenon in an unbiased manner (28), which is less focused on researcher interpretations and more on describing participants’ lived experiences. the metaphorical phenomenon is used to further understand this descriptive design study. thus, the research strategy is a case study because of the selection of a specific group of 24 available student-teachers. the interviews continue to achieve theoretical saturation. these volunteer students either completed or were in the final stages of their internship. some questions were extracted from these interviews with the initial pilot study. after reviewing, a semi-structured interview form was developed in three sections (demographic, basic, and additional questions). prior to the interview, participants were provided with general information about the research and asked to sign the consent form. one interviewer conducted all interviews, and each interview was recorded.the transcripts were interviewed and coded several times. codes were classified according to kovecses (32), and the information classification has been reviewed several times. for the analysis of personal metaphors, each metaphor was used as a whole unit of analysis because the meanings of parts of the metaphor can be understood only through the text. finally, a comprehensive description of the metaphors was provided (29). furthermore, due to the reduced bias, triangulation strategies were used to evaluate the validity, and the results were reviewed by other research professors who have long-term experience in teaching both university courses and in the phenomenology and quantitative analysis. the conceptual metaphor analysis method based on the pragglejaz group method developed a method of metaphor recognition called mip- (metaphor identification procedure). this method has several steps: 1- reading the text and getting a general understanding of the text. identify lexical units of text and then find the contextual meaning of each lexical unit within the text. b) finding a more basic meaning (objectively sensory, physical, or semantic older) (32). in the trial version of maxqda oftware (which runs fast in finding and classifying data), the transcripts of the interviews were reviewed and categorized in such a way that the “important statements” highlighted sentences or quotes that showed an understanding of the concept of knowledge. this is the stage of horizontalization from mustakas’s (29) perspective.resultsdataaccording to the first research question: what metaphors represent the concept of knowledge by student-teachers? after removing unrelated metaphors, 339 metaphors were confirmed. besides, the mappings under the heading 16 are the most metaphorical frequencies in the categories: “knowledge is objects”, “knowledge is the container”, “knowledge is the path”, “knowledge is the place”, ”knowledge is human, knowledge is high, knowledge is plant, knowledge is motion, knowledge is building”, “knowledge is time”, “knowledge is light”, “knowledge is matter”, “knowledge is health”, “knowledge is food”, “knowledge is power”, including object, container and path mappings, with metaphors of “obtain, acquire, and book”,  “transfer” and “reach” was the most used.according to the second question of the research, what are the implications for teaching and learning in the metaphorical representation of knowledge by teachers? (table 1).table 1. classification of mappings and perspectives. by martinez model (11).supportive learning perspectivesimplicit meaning in teaching-learninginterpreting metaphors from knowledgepercentage mappings frequencyclassification by epistemological featurespiaget’s cognitive theorylearning: having a personal meaningknowledge is something within the mind of the active learner.human body, health, food, high (16%)cognitive processtheory knowledge building brightercollaborative learning: the process of problem solving and reasoning leads to conceptual changeknowledge is something outside the mind of the active learner.building, moving, route (30%)behaviorismskinner’s theory of behaviorismteaching-learning to transfer knowledgeknowledge is out of the mind of the passive learner.container, object, material, power, human (outer) lighting, (45%)social constructivismvygotsky’s theory of social learninglearning: constant change depending on the environmentknowledge is variable. between the inside and outside of the learner’s mind.plant, time (9%)cognitive situatedconclusionfrom the cognitive linguistic point of view, the concept of knowledge is a complex and abstract concept in the minds of the student-teachers who have had minimal experience in the actual learning environment,