An analysis of the student classroom teachers’ perceptions about the music course through metaphors

The aim of this study is to reveal the student classroom teachers’ perceptions about the course of music through the metaphor analysis. For this aim, the metaphoric concepts developed by the participants were analysed in terms of their themes and their statistical significance was found. The study has a qualitative descriptive method of analysis. At the Faculty of Education at Gaziosmanpa a University where the study was conducted a total of 200 student classroom teachers attend this course. All of these students participated in the study. However, 38 of the questionnaires were not suitable for the data collection. Thus, 162 forms were used. The findings of the study indicated that the student classroom teachers developed a total of 59 metaphorical concepts to describe the course of music. Then the themes were developed based on the answers of the participants regarding their justification for the metaphorical concept. A total of 18 themes were identified. The themes identified are as follows: “one with variety, joyful, exciting, formative/instructive, relaxing/peaceful, improving the awareness, reinforcing the skill of cooperation, interesting, pleasuring, one loved, one repeated and copied, need, happiness, freedom, motivating, reinforcing the expression, nuisance, opportunity”. A statistically significant difference was found among the themes. It is found that majority of the metaphorical concepts expressed by the participants about the course of music are positive. (58, 98.3%) The themes identified can be categorized into two major dimensions: those related to course content and those related to emotions triggered by the course. Therefore, it can be stated that the participants perceive the course in terms of cognitive and affective terms.