Foundation, Necessity, Challenge: Teachers' Metaphors of Developing Reading Comprehension
DOI:
https://doi.org/10.37205/TEL-hun.2025.1.01Keywords:
teacher’s beliefs, developing reading comprehension, metaphor research, survey researchAbstract
Research conducted among Hungarian teachers highlights that most of them require professional support to be able to develop their pupils’ reading comprehension effectively. Exploring teachers' beliefs on reading comprehension development can provide essential information that may contribute to designing this support. The aim of the present study is to explore teachers' beliefs about reading comprehension development through metaphors. In our research, we analyse the metaphors of 172 teachers collected through an online questionnaire based on the conceptual metaphor theory developed by Lakoff and Johnson (1980). We assigned the collected metaphors of reading comprehension development into ten main conceptual categories: foundation, necessity, challenge, continuous activity, tool, quality improvement, access/opening, construction, task, and remediation. The identified categories overlap with the results of previous international research in several aspects, suggesting the generalizability of metaphors related to reading comprehension development.
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