Abstract:

This study aims to compare and contrast the approaches of classroom teachers in two different primary schools towards the concepts of classroom and classroom management through the metaphorical images they use. In the realm of the qualitative research, a comparative case study design was utilized. The data source is classroom teachers from two schools with dramatically different environments. The data collection instrument was a semi-structured metaphor form. Content-analysis was performed to analyze the data. A number of metaphors were produced by the participants and findings portrayed that although some differences exist in teachers’ views towards “classroom”, their views towards “classroom management” do not differ significantly as reflected through the metaphors they used. The common concern about classroom management appears to focus on harmony, whereas the one about the classroom is about the diversity of students.

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