Eğitim, okullarda eğitim programları rehberliğinde öğretmenler tarafından yürütülmektedir. Öğretmenler sadece dersine girdikleri bir ya da birkaç sınıfın öğrencilerinin değil, bir neslin sorumluluğunu üstlendikleri için "öğretmen" kavramı kutsal olarak ifade edilmektedir. Öğrencilerin bu kavramla ilgili düşüncelerini ortaya çıkarmak ve samimi fikirlerine ulaşmak için çalışmada metaforlardan yararlanılmıştır. Metafor, bir kişinin bir kavramı ya da olguyu algıladığı biçimde, benzetmeler kullanarak ifade etmesidir. Bu bağlamda çalışmanın amacı; Anadolu Lisesi öğrencileri ile Anadolu Öğretmen Lisesi öğrencilerinin öğretmen kavramına yönelik olarak oluşturdukları metaforları ve Anadolu Öğretmen Lisesi öğrencilerinin öğretmen kavramına yönelik oluşturdukları metaforların yıllara göre değişimini belirlemektir. Araştırmanın ulaşılabilir örneklemini 157 Anadolu Öğretmen Lisesi ve 244 Anadolu Lisesi öğrencisi oluşturmaktadır. Nitel araştırma yöntemlerinden olgubilim deseninde tasarlanan çalışmada her iki lise türünden elde edilen metaforlar sınıflandırılmış ve içerik analizi yapılarak yorumlanmıştır. Araştırmanın bulgularına göre Anadolu Lisesi 9. sınıf öğrencileri 41 adet geçerli metafor, Anadolu Öğretmen Lisesi 9. sınıf öğrencileri 31 adet geçerli metafor, Anadolu Lisesi 12. sınıf öğrencileri 44 adet geçerli metafor ve Anadolu Öğretmen Lisesi 12. sınıf öğrencileri 38 adet geçerli metafor üretmişlerdir. Bu metaforlar daha sonra ortak özellikleri bakımından irdelenerek 5 kavramsal kategori altında toplanmıştır. Araştırmanın sonucunda Anadolu Lisesi ve Anadolu Öğretmen Lisesi öğrencilerinin lise türünde ve Anadolu Öğretmen Lisesi 9. ve 12. sınıf öğrencilerinin kendi düzeylerinde öğretmen kavramı ile ilgili geliştirdikleri metaforların birbirine benzer olduğu, Anadolu Öğretmen Lisesinde öğretmenlik mesleğine yönelik alınan derslerin öğrencilerin öğretmen kavramına bakış açılarında bir değişiklik yaratmadığı sonucuna ulaşılmıştır

The process of education is conducted by teachers with the guidance of education programs. As teachers bear the responsibility of a generation –not just the students that they teach in classrooms- the concept of ‘teacher’ is accepted to be sacred. Metaphors are used in this study in order to reveal the thoughts of students and reach their sincere feelings. Metaphor is stating a concept or phenomena by using likening. In this respect, the goal of this study is to determine the metaphors created by Anatolian High School and Anatolian Teacher Training High School students about the concept of ‘teacher’ and determine the changes of metaphors made by students in Anatolian Teacher Training High School in years. Reachable sampling of the research is made of 155 Anatolian High School students and 244 Anatolian Teacher Training High School students. The study is designed with phenomenological method, which is one of the qualitative research methods. Metaphors obtained from two high school types are classified and interpreted by making content analysis. According to research findings, Anatolian High school 9th grade students created 41 valid metaphors while Anatolian Teacher Training High School 9th grade students created 31 valid metaphors. Anatolian High school 12th grade students created 44 valid metaphors while Anatolian Teacher Training High School 12th grade students created 38 valid metaphors. These metaphors are analyzed in terms of their common features and classified under 5 conceptual categories. At the end of the research, it is determined that metaphors developed by Anatolian High school students and Anatolian Teacher Training High School students are similar; on the other hand, it is also found that metaphors developed by Anatolian Teacher Training High school 9th and 12th grade students are similar. It is determined that courses about the profession of teaching in Anatolian Teacher Training High school don’t cause any difference in students’ point of view about the concept of this profession Metaphor is a tool that is used for teaching unknown concepts. Unknown concepts can be illustrated with the help of several other evocative and catchy concepts. To understand the thoughts of people about a concept, one can benefit from metaphors. The most important source for continuity of a society is its people. On the other hand, the institution that educates these people properly to its goals is the school and teachers are the ones who lead the process of education and teaching at these schools. In our country, there are different types of high schools where students are educated. The process of training teachers goes back to 19th century and it continues with ‘Teacher Training High Schools’. These schools where students are trained for the profession of teaching are different from other Anatolian High Schools. To date, a considerable amount of literature has been published on the concept of teacher. In these studies, sample groups use several different metaphors to describe the concept of teacher. However, these studies just investigate the concept of teacher but not analyze it according to some variables. To date, there are few studies that have investigated metaphors in terms of different variables. Therefore, this study makes a major contribution to research on the concept of teacher by analyzing the metaphors developed by sample according to the variable of school type and also the variable of grade level. The questions searched for answers in this study are listed below:  What are the metaphors developed by Anatolian High School and Anatolian Teacher Training High School students about the concept of ‘teacher’?  Do the metaphors developed by first-grader Anatolian Teacher Training High School Students differ from the metaphors developed by final-year Anatolian Teacher Training High School Students? Method The phenomenology design, which is one of qualitative research models, was used to investigate the difference (if any) among the meanings attributed to the concept of ‘teacher’ by Anatolian High School and Anatolian teacher Training High School students. The second aim of the study is to analyze the effect of school courses about teaching profession that the students take from the beginning of 9th grade until the end of 12th grade on their metaphorical perceptions about the concept of teacher. This analysis is made through cross-sectional survey design which is one of the developmental designs. The universe of the study is 9th and 12th grade students getting education during 2013-2014 academic year at Anatolian and Anatolian Teacher Training High Schools in the central district and all other districts of Artvin Province. As shown in Table 1, sample of the study consists of 133 9th grade and 111 12th grade students of Anatolian High Schools and 86 9th grade and 71 12th grade students of Anatolian Teacher Training High Schools. For investigating thoughts of students about the concept of ‘teacher’, semi-structured forms asking students to complete a prompt “Teacher is (like)… because…” were used. The concepts students wrote on these forms constituted the basic source of data for the study. In accordance with the stages of content analysis, the data collected for the study were interpreted through the stages developed by Saban (2008a). These stages are naming, classification, categorization and ensuring reliability and validity. Findings and Discussion Results about similar and different metaphors about the concept of ‘teacher’ developed by Anatolian High School and Anatolian Teacher Training High School students: 9th grade students in both type of the schools are the ones who get similar scores from TEOG exam and enroll for the same school. While 9th grade Anatolian High School students developed 41 metaphors about the concept of teacher, 9th grade students of Anatolian Teacher Training High School developed 31 metaphors. 9th grade students of both schools produced 72 metaphors in total and when these metaphors are analyzed it is seen that they are similar. In other words, metaphors generated by 9th grade students do not vary by the variable of school type. Considering the frequency distribution of the metaphors, 9th grade Anatolian and Anatolian Teacher Training High School students defined the concept of teacher mostly through the metaphors such as ‘fathermother’ or ‘friend’. A possible explanation for this result might be that students who are at the same cognitive level see their teacher as a family member or a sensitive and empathetic person because of their elementary and secondary school experiences. This result is consistent with data obtained in the studies of Ekiz and Koçyiğit (2012), Cerit (2008), Tulunay Ateş (2016) which found the metaphors ‘family member’ and ‘motherfather’ as the most repeated metaphors according to frequency distribution. When the metaphors developed by 12th grade students are analyzed, it is seen that students did not use same metaphors with 9th grade students for the same category. Only %17 of 12th grade students used the metaphor of ‘family’ to describe the concept of teacher. In the study of Yılmaz, Göçen and Yılmaz (2013) ‘gardener’, ‘trainer’, ‘lion tamer’ are the metaphors defined under the category of ‘teacher as a former’. Similarly, in present study 12th grade students described the concept of teacher using the metaphors such as ‘sculptor’ and ‘gardener’ in the meaning of a person that gives shape of something. The metaphors revealed in two studies are similar with each other. In the process of characterizing the concept of teacher, %12 of 12th grade Anatolian Teacher Training High School students defined teacher as ‘friend’. Similar definitions can be seen in the study of Saban, Koçbeker and Saban (2006). 9th grade Anatolian High School and Anatolian Teacher Training High School students generated similar metaphors (trees, flowers) for the category of ‘teacher as a plant’ although they have different frequencies. 12th grade Anatolian High School students produced similar metaphors in similar frequencies with 9th grade students. On the other hand, 12th grade Anatolian Teacher Training High School students generated only one metaphor for the category of ‘teacher as a plant’. Under the category of ‘teacher as a luminary’ similar and even same metaphors were produced by 9th and 12th grade Anatolian and Anatolian Teacher Training High School Students. The sun, candle, light, guide, compact, advisor are some of the metaphors used by students. These metaphors can be seen in many other studies (Ekiz &Koçyiğit, 2012; Aslan, 2013; Koç, 2014; Kıral, 2015; Tulunay Ateş, 2016). For the category of ‘teacher as an abstract definition’ 9th and 12th grade students from two different high schools produced different metaphors. It is seen that there is a cross-correlation among these metaphors; 4 of the 9th grade Anatolian High School students used such a metaphor as ‘Google’ to define teachers while only one of the 12th grade Anatolian Teacher Training High School Students generated the same metaphor. Likewise, 5 of the 9th grade Anatolian Teacher Training High School students used such a metaphor as ‘angel’ to define the concept of teacher while 2 of the 12th grade Anatolian High School students used the same metaphor. In the study of Saban, Koçbeker and Saban (2006) the ‘angel’ metaphor was also generated by the sample group for the category of Teacher as a Character Prototype and Developer. The metaphors developed by 12th grade Anatolian High school students and Anatolian Teacher Training High School students about the concept of teacher are very different and are not in unity with each other. In brief, friend, family, mother-father are the metaphors produced under the category of ‘teacher as a human being’ and the sun, light are the metaphors produced under the category of ‘teacher as a luminary’. While these similar metaphors are used by the students of both type of high schools, there are many other different and numerous metaphors produced by these students. The results about the difference between the metaphors of firstgrader Anatolian Teacher Training High School Students and the metaphors developed by final-year Anatolian Teacher Training High School Students: According to the results, metaphors developed by 9th grade Anatolian Teacher Training High School students did not differ from the metaphors developed by 12th grade students. Çelikten (2006) indicates that metaphors give important information about the behaviors and attitudes of teachers. So, teachers can get help from these metaphors to be aware of their relations with students. One of the result of present study is that there is no significant difference between the metaphors of 9th grade students and 12th grade students who are at Anatolian Teacher Training High School and this result reveals that the teacher training program applied at these schools do not make any change in the views of students about the concept of teacher. This result may also show that students did not think differently about their own profession throughout the years that they took courses about teaching and teaching profession at Anatolian Teacher Training High Schools which were the former step of education faculties and were closed in 2014. It is hypothesized in this study that students studying at these schools, mission of which was to train teachers, will generate different metaphors about this profession throughout the years and it would not be wrong to say that the study fails to support this hypothesis. This result of the present study cannot be supported by other studies because no previous study investigated the perceptions of students about the concept of teacher according to different type of high schools. Whether these Teacher Training High Schools give education properly in line with their aim or whether the closure of them are advantageous or disadvantageous for our country are not among the problems to be searched in this study. However, these topics can be recommendations for further research