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 preservice teachers on teaching classroom management courses through the educational movies. The method of research is qualitative. Phenomenological design was conducted. The study group of the research consists of 75 science preservice teacher taking the classroom management course during the fall semester of 2017 - 2018 academic year. The data were obtained through the metaphors of the preservice teachers teaching the classroom management courses through the movies declared by the Ministry of National Education in September 2017 seminar period. The preservice teachers were asked to fill in the sentence “Educational movies are like … for classroom management courses because…”. Data were analyzed through the inductive content analysis. Accordingly, 57 metaphors were grouped under 8 categories. These categories are place for learning and knowledge acquisition, guiding for situations not yet encountered, complementary for classroom management course, tool for presenting life experience, supportive for education, reflection of theoretical knowledge, preparation tool for the profession, a tool for being model. As a result, it can be mentioned that teaching classroom management courses through educational movies is positively reflected on the preservice teachers. It is thought that the study may contribute to the literature in the context of questioning the philosophical and theoretical foundations of the educational movies for classroom management and create a reference point for consecutive studies.