Use of Educational Movies in Classroom Management Courses: A Metaphorical Study
Abstract
The purpose of this present study is to determine the metaphorical perceptions of science preserviceteachers on teaching classroom management courses through the educational movies. The method ofresearch is qualitative. Phenomenological design was conducted. The study group of the researchconsists of 75 science preservice teacher taking the classroom management course during the fallsemester of 2017 - 2018 academic year. The data were obtained through the metaphors of the preserviceteachers teaching the classroom management courses through the movies declared by the Ministry ofNational Education in September 2017 seminar period. The preservice teachers were asked to fill in thesentence “Educational movies are like … for classroom management courses because…”. Data wereanalyzed through the inductive content analysis. Accordingly, 57 metaphors were grouped under 8categories. These categories are place for learning and knowledge acquisition, guiding for situations notyet encountered, complementary for classroom management course, tool for presenting life experience,supportive for education, reflection of theoretical knowledge, preparation tool for the profession, a toolfor being model. As a result, it can be mentioned that teaching classroom management courses througheducational movies is positively reflected on the preservice teachers. It is thought that the study maycontribute to the literature in the context of questioning the philosophical and theoretical foundations ofthe educational movies for classroom management and create a reference point for consecutive studies.