SUMMARY
AbstractThe aim of this study is to examine and present the beliefs which about concept of history of through metaphor analysis to history teacher candidates who in the history pedagogy programme of students in Trabzon University at Fatih Education Faculty. The survey method was used in the study and the data were obtained through the metaphor survey. Via metaphors, the two things that are not alike by acting on the common characteristics, similar features tried to create with analogy. This research is based on a qualitative approach and the study was carried out with the students attending the history pedagogy program of Fatih Faculty of Education. A total of 74 teachers, 37 girls and 37 boys, participated in the survey. Since the entire universe intended to be reached, the study doesn’t require a sample. The data were obtained through open-ended questionnaires. Prior to the study, participants who history teacher candidates were informed about what the metaphor and how the metaphor is produced is by giving examples from different fields. The questionnaire form is distributed to each of the teacher candidates and filling gaps produce metaphors coherent the expression which history is like ……...". Because ………. In the research the concept of “because” was by given participants want to present a reason for their generate metaphors about the concept of history. These data were evaluated according to the content analysis which is a qualitative data analysis approach. In this framework, metaphors were first read and then coded process was done. Then, conceptual categories were constitute from the obtained codes. In the light of the data obtained. In the light of the data obtained, produced 201 valid metaphors related to the concept of history by history teacher candidates. 8 main categories are produced from these metaphors. These are: ‘‘history which illuminates the future and guide’’, ‘‘history as unknown’’, ‘‘history as illuminating past’’, “accumulated, increasing history’’, ‘‘history as transmitter proud’’, ‘‘history as records everything’’, ‘‘history as researchers’’ and ‘‘subjective history’’. In the light of the data obtained It can be seen that participated in the study who history teacher candidates doesn’t produce enough metaphor in spite of extract a four year history education. Whereas, it is seen that the history teacher candidates were mostly able to produce metaphors especially related to the future enlightenment of history and the extent of taking lessons from history. In contrast, it is understood that teacher candidates don’t produce metaphors in relation to historical thinking skills, time, chronology, cause- result, empathy and critical thinking. In addition to this, it is also the result of this research that the candidates are unable to produce metaphors in relation to the scientific research aspects of history and the scientific research skills. In other words, it is seen that the history teacher candidates who participated in the research have looked at history from a traditional perspective.Öz Bu çalismanin amaci, Trabzon Üniversitesi Fatih Egitim Fakültesi Tarih Pedagoji Programi’nda ögrenim görmekte olan tarih ögretmen adaylarinin tarih kavramina iliskin inançlarini metafor analizi yoluyla inceleyip ortaya koymaktir. Arastirmada survey yöntemi kullanilmis olup veriler metafor anketi yoluyla elde edilmistir. Metaforlar yoluyla, birbirine benzemeyen iki seyin ortak özelliklerinden hareket ederek, benzer özellikleri benzetmeyle ortaya çikarilmaya çalisilmistir. Bu arastirma nitel bir anlayisla yürütülmüstür. Çalisma Trabzon Üniversitesi Fatih Egitim Fakültesi Tarih Pedagoji Programi’na devam eden ögrencilerle gerçeklestirilmistir. Arastirmada kullanilan ankete 37 kiz ve 37 erkek olmak üzere toplam 74 ögretmen adayi katilmistir. Çalismada veriler açik- uçlu bir metafor anketi yoluyla elde edilmistir. Ögretmen adaylarina çalisma öncesinde metaforun ne oldugu ve nasil benzetme yapildigiyla ilgili farkli alanlardan örnekler verilmis ve böylece kavramin ne oldugu ve nasil üretildigiyle ilgili bilgilendirilmeleri saglanmistir. Ögretmen adaylarindan her birine anket formu dagitilmis ve “Tarih .… gibidir. Çünkü ....” ifadesindeki bosluklari doldurarak metafor üretmeleri istenmistir. Arastirmada “çünkü” kavramina da yer verilerek, katilimcilarin tarih kavramina iliskin ürettikleri metaforlar için bir gerekçe sunmalari istenmistir. Elde edilen bu veriler, nitel veri çözümleme yaklasimi olan içerik analizine göre degerlendirilmistir. Bu çerçevede öncelikle metaforlar okunmus ve ardindan kodlama islemi yapilmistir. Daha sonra elde edilen kodlardan kavramsal kategoriler olusturulmustur. Elde edilen verilerin isiginda tarih ögretmen adaylari tarafindan tarih kavramina iliskin 201 geçerli metafor üretildigi görülmektedir. Üretilen bu metaforlardan 8 ana kategori üretilmistir. Bunlar: “gelecegi aydinlatan ve rehber olan tarih”, “bilinmez olarak tarih”, “geçmisi aydinlatan olarak tarih”, “biriken çogalan tarih”, “gurur verici olarak tarih”, “her seyi kaydeden tarih”, “arastirmaci olarak tarih”, ve “öznel tarih”tir. Elde edilen verilerin isigi altinda, çalismaya katilan tarih ögretmen adaylarinin dört yillik bir tarih egitimi almalarina karsin yeterli düzeyde metafor üretemedikleri görülürken, ögretmen adaylarinin agirlikli olarak özellikle tarihin gelecegi aydinlatmasi ve tarihten ders alinmasi boyutuyla ilgili metafor ürettikleri görülmektedir. Buna karsin, ögretmen adaylarinin tarihsel düsünme becerileri, zaman, kronoloji, neden-sonuç, empati ve elestirel düsünmeyle ilgili olarak metafor üretmedikleri anlasilmaktadir. Bunun disinda tarihin bilimsel arastirma yönü ve ögrencilere kazandirabilecegi bilimsel arastirma becerileriyle ilgili olarak da adaylarin metafor ortaya koyamadiklari bu arastirmada ortaya konan diger bir sonuçtur. Baska bir deyisle arastirmaya katilan tarih ögretmen adaylarinin tarihe geleneksel bakis açisiyla baktiklari görülmektedir.