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Contradictory conceptualizations of teachers by students in the Saudi context
Alghbban, Mohammed I1, Maalej, Zouheir A2.
This study is part of a larger project by the authors of the current article and their co-author on
the role of metaphor in the conceptualization of the components of the learning processii such as
learning per se, the student, and the teacher. The current article addresses the conceptualization
of teachers by their own students at the College of Languages and Translation (COLT), King
Saud University. In particular, the article elicits data from 173 students through the following
prompt: “Write a narrative in which you describe student-teacher relations according to your
experience as a student in higher education, giving your opinion based on concrete cases.” The
objective of the study is to measure the weight of metaphor in teacher-student relations. The
collected data is analyzed through the contemporary theory of metaphor (Lakoff & Johnson,
1980), which allows for a search for the conceptual metaphors (CMs) underlying the narratives.
Data analysis follows the qualitative method, which is confirmed with quantitative percentile
counts. The findings reveal a set of conflictive student-generated metaphors, but mostly
evaluating teachers positively according to affective style criteria such as familial, social, and
interpersonal factors. Such findings should be used as an indicator to decision makers to
consolidate what is positive and improve what is less positive to enhance learning.
Affiliation:
- King Saud University, Saudi Arabia
- King Saud University, Saudi Arabia
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