Metaphors are an
interesting way to capture the implicit beliefs of humans and functions as a
potent research tool to gather data on substantial thoughts and conceptions as
theorized by individuals. How one makes meaning of the world can be found
latent in the metaphoric linguistic underpinnings of individuals across various
life domains. With respect to teachers, metaphors can be insightful in
exploring the latent beliefs that guide their interactions with students and
significant others bearing an impact on the teaching learning processes. The
present research, which is a part of the larger study is aimed at exploring the
beliefs of teachers on ‘Happiness’ and ‘Happiness Curriculum’ launched in
state-run schools of Delhi, India. The sample for the study comprised fifty
in-service school teachers taking ‘Happiness’ classes in schools apart from
their own teaching subject. The tool of data collection constituted a
questionnaire containing a total of seven items to gather metaphoric responses
(Questions 1-6) that describe teachers’ beliefs about the construct of
‘Happiness’ and the ‘Happiness curriculum’. Further, one question required the
teacher-participants to pictorially project their idea of the Happiness
Curriculum, followed by a brief description, which further lent insights into
their thoughts about the curriculum. The responses were subjected to content
analysis.
Primary Language | English |
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Subjects | Other Fields of Education |
Journal Section | Articles |
Authors | |
Publication Date | September 15, 2019 |
Submission Date | July 18, 2019 |
Published in Issue | Year 2019Volume: 5 Issue: 14 |
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