Abstract:

Telling preservice teachers what to do and how to teach in classroom and expecting them to apply these theoretical knowledge to their teaching practice is not a reasonable expectation. Preservice teachers’ knowledge of practice are not cultivated directly from the theoretical knowledge which they learned in teacher education instutions but from their personel experiences.
When students enter teacher education faculties they came with beliefs and knowledge about teaching/learning which had been established in their classroom experiences and observations. These beliefs, shapes preservice teachers’ understaning of “good teaching”, are generally entrenched or subconcious, withdraw from examination and hard to change. In order to be able to change these beliefs first teachers educators need to learn about them.
Beliefs could be unfolded in a thorough and complex process of inference and interpretation which points to qualitative research. In recent years metaphors has been used as a way of data collection and gaining insights into teachers’ thinking. In this context, this study aimed to elicit preservice teachers’, junior and senior students of Pamukkale university, Faculty of education, metaphors and similes in order to disclose their beliefs regarding place of technology in teaching/learning. In addition, junior and senior preservice teachers metaphors will be compared. It is thought that findings of this study, could reveal junior and senior preservice teachers’ beliefs about technology use in education and could be a guide for teacher educators and researchers.

Keywords:

Metaphors, ICT in Education.