Problem Statement: Teachers’ construction of their knowledge and their world view is important in the change process. Teachers often feel discomfort when they find themselves operating according to metaphors that are not complementary to their personal world view and epistemology. By changing one or the other they may find a greater congruence and satisfaction with their teaching. Finding a practice and belief that are not only consistent with one another, but that are effective, is an important task of the teacher.In the past few years, the metaphor has been considered by individuals as a vehicle in understanding abstract, complex or institutional facts and a powerful intellectual vehicle in employing disclosure. From this perspective, examining, understanding and explaining the “teacher” concept from the perception of the teachers and students gives us an important clue that metaphors can be used not only as a discussion vehicle in how teaching should be, but also as a research vehicle.
Purpose of Study: The general purpose of this study is to reveal the perceptions of high school students as well as their teachers at the very same schools with regard to the concept of “teacher” by means of metaphors.
Methods: This study has been conducted within the qualitative research paradigm. The work group is composed of high school students (tenth grade 117) of Atatürk Vocational School located in Nicosia, the capital of the Turkish Republic of Northern Cyprus, and all the teachers (72) at the same school.
Findings and Results: In this section, the metaphors that were obtained from the research were gathered under eight themes, presented in tables and interpreted for this purpose, initially, the “logical rationale” (reasons or the causes put forward that are related to why it happened in that way) put forward by the teachers and students related to each metaphor was carefully analyzed. At first glance, some metaphors (for example, computer, book, library, etc. or cook, sculptor, carpenter, etc.) were easily gathered into themes while other (for example, flower, child, hope, etc.) themes determined by field specialists required more careful analysis and discussions.
Conclusion and Recommendations: As a result, around two thirds of the students that are included in this study describe the teacher with traditional aspects such as knowledge transfer, shape acquirer, instructor whereas more than half of the teachers argue that they have an approach that shows personal attention to and meets the needs of students in assisting their personal development, that entertains during teaching, that is therapeutic and also formative in the obtainment of information.
Keywords: Metaphors, education, roles of teachers, teacher-student relationship.