Yabancı dil olarak İngilizce öğreten öğretmenlerin ve öğrencilerinin mesleki öğretmen kimliği kavramına ilişkin imgelerinin metafor analizi yöntemi ile incelenmesi

The growing outstanding appeal of the notion of identity across a broad diversity of fields over the past years has been reflected in an intense focus recently in the body of literature on the concept of "professional teacher identity" which plays a crucial role in the classroom practices of language teachers. The current dissertation intended to investigate the consonance and dissonance between how foreign language instructors view themselves as "teachers" and how they are viewed by their students. In the present study, data were collected both from 10 Turkish language teachers instructing English as a foreign language at Düzce University and their 200 students by means of semi-structured interviews. Data were analyzed using metaphor analysis, which is a qualitative research methodology related to content analysis, to unveil the teachers' and their students' perceptions towards teachers' professional identity. The findings of the study revealed that the teachers basing their metaphors on different entailments depicted their professional identities under 6 distinct categories named "teacher as neophyte", "teacher as entertainer", "teacher as interest arouser", "teacher as expert", "teacher as guide", and "teacher as nurturer". Also, the analysis of the 200 metaphorical expressions of students gave rise to the emergence of 14 major themes named "teacher as agency of patience", "teacher as authority", "teacher as eager beaver", "teacher as entertainer", "teacher as expert", "teacher as guide", "teacher as Jekyll and Hyde", "teacher as interest arouser", "teacher as knowledge provider", "teacher as mystery", "teacher as neophyte", "teacher as nurturer", "teacher as patchwork", and "teacher as trier to patience". Moreover, it was revealed that although some metaphors of teachers overlapped completely with the ones given by their students, there were some mismatches between the metaphorical expressions proposed by the teachers and their students. However, as teachers' behaviours and actions were formed through interaction between and among students, most of the teachers strongly believed that it would be beneficial to make a thorough review of their practices in the light of the feedback they got from their students.