This study aims to reveal, via metaphors, pre-service biology teachers' perceptions of "teaching profession" and "raising students."
In accordance with the aim of the study, phenomenology, one of the qualitative paradigm patterns, is used. The study group consists of 80 pre-service biology teachers taking pedagogical formation at the faculty of education at a state university in Ankara during the 2015-2016 academic year, spring semester. A metaphor form was used as a data-gathering tool. Data were analyzed through content analysis.
Through the study, it was determined that pre-service teachers generated 31 metaphors for "raising students" and 37 metaphors for "teaching profession." The most frequently used metaphor for "teaching profession" is "motherhood," and "giving life to a plant" for "raising students."
Implications for Research and Practice:
As a result of the study, it was found that pre-service teachers think of teaching as a profession that requires labour, patience, responsibility, experience, innovation, and trust. Moreover, it was revealed that teachers should guide students and that students view teachers as role models. In this respect, since qualities such as being qualified leaders, guides, and observers are put at the fore for teachers today, it can be stated that teachers are expected to believe that they can carry out what is required of them.
Keywords: pre-service teachers, metaphors, teacher training, pedagogical formation