The Metaphorical Perceptions of Teacher Candidates on the Concept of Spelling

Abstract

This research aims to determine teacher candidates’ perceptions of the concept of spelling through metaphors. Phenomenology design, one of the qualitative research designs, was used in the research. The easily accessible sampling method, which is one of the purposive sampling methods, was used to form the study group of the research. The participants of the research are 88 teacher candidates studying at a university in Turkey. In the research, to determine the opinions of teacher candidates on the concept of spelling through metaphors, “spelling … similar/like to; because…” were provided to fill in the blanks in the open-ended question form with the metaphor they wanted. Content analysis was used in the analysis of the obtained data. As a result of the research, it was determined that 74 metaphors in 9 categories were produced by 88 teacher candidates. As a result of the analysis of the findings obtained from the research, the teacher candidates’ concept of spelling; they defined as the rules that ensure the effective, correct, and beautiful use of the language, and enable it to be understood, facilitate the narration, eliminate the confusion of concepts, and which must be followed according to a certain standard in writing. As a result of the research, it was concluded that the teacher candidates’ perceptions of the concept of spelling were positive and their awareness levels were high. In addition, it was determined that teacher candidates expressed the concept of spelling as a systematic, regular, and harmonious composition that adds color and flavor to life, develops intelligence and memory, and emerges as a result of regular studies.