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After searching international and national databases and applying inclusion criteria, eight studies were selected. Deductive, theory-driven thematic analysis used the framework of Saban, Koçbeker and Saban (2006). Standardized datasets revealed that Turkish EFL teachers are most often characterized as knowledge providers, followed by facilitator/scaffolder roles, with nurturer/cultivator and spirit archetype roles appearing next.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/advances-in-language-and-literary-studies-a-meta-summary-of-the-research-on-metaphors-regarding-turkish-efl-teachers-roles/589762/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/advances-in-language-and-literary-studies-a-meta-summary-of-the-research-on-metaphors-regarding-turkish-efl-teachers-roles/589762.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the aim of this meta-summary?","Question",{"text":112,"@type":113},"It provides an overarching comprehension of metaphorical conceptualizations regarding Turkish EFL teachers’ roles.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the included studies selected and analyzed?",{"text":117,"@type":113},"Eight papers were chosen after database searches and specific inclusion criteria. 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Following the searches in a large number of international and national databases, and the setting of specific criteria for inclusion, eight research papers remained for investigation. The data analysis followed a theory-driven deductive approach to thematic analysis, by adopting the framework offered by Saban, Koçbekerand Saban (2006) . After the transformation and standardization of the data sets in the related studies, it was found out that Turkish EFL teachers are most characterized by knowledge provider, and then facilitator/scaffolder roles. These are followed by nurturer/cultivator and archetype of spirit roles. Among the least associated roles with these teachers were superior authority figure, molder and agent of change. When intergroup differences of the perceptions are examined, the ELT student teachers and English learners conceptualized Turkish EFL teachers mainly as knowledge provider followed by facilitator/scaffolder, whereas the teachers tended to assign themselves the role of a facilitator/scaffolder most, followed by leader, knowledge provider, and entertainer. |\n| Article history\u003Cbr>Received: December 15, 2017\u003Cbr>Accepted: February 26, 2018\u003Cbr>Published: April 30, 2018\u003Cbr>Volume: 9 Issue: 2\u003Cbr>Advance access: March 2018 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Metaphors, EFL Teachers,\u003Cbr>Teacher Roles, Education, Meta-summary |  |\n\nINTRODUCTION  \nOriginating from the Latin word metaphora which means carrying over, metaphors are a means of understanding and experiencing one concept in terms of another, and they form the way we think, experience and act every day (Lakoff & Johnson, 1980) . With this in mind, metaphors are not only a linguistic tool or a figure of speech. Having theoretical underpinnings deeply rooted in cognitive linguistics, metaphor “provides a systematic guide to the cognitive and affective dimensions of our sense of self” as well as“…explanatory foundations for conceptual systems and language in the general study of the brain and the mind”(Lakoff & Johnson, 2003, p. 270) . From this point forth, by bringing a depth of vocabulary to describing experiences, metaphors build on the relationship between language and thought (Munby & Russell, 1990), and bridge between cognition and communication (Ortony & Fainsilber, 1989) . Through their function of expressing abstract concepts with more concrete images (Oxford, et al., 1998), metaphors help us structure our understanding of events (Perry & Cooper, 2001), people and the world.  \nTeachers are not an exception for the prevalent use of metaphor as a cognitive tool (Guerrero & Villamil, 2000) . Metaphors have widely been used in educational research so as to reveal personal theories and underlying beliefs of and concerning teachers, elucidate and position their  \nteaching practices. Elicitation of the main teaching roles this way leads to potential reflective practices and instructional changes (Tobin, 1990) . In addition, the uncovering of teachers’ roles through metaphors helps them process the analysis and planning of teaching, think deeply about teaching and learning (Martinez, Sauleda & Huber, 2001), and better understand the contextual dynamics as well as their students’ expectations from them. More contributions of metaphors to teaching and teachers are collocated by Botha (2009), such as helping decision-making for educational policies, determining the way","cbCaib27vlxsr3f0","https://ap.wps.com/l/cbCaib27vlxsr3f0","pdf",847451,13,"English","# Introduction\n## Metaphor as a cognitive and linguistic tool\n## Teachers’ roles revealed through metaphor research\n# Research background and rationale\n## Metaphorical role diversity in Turkish EFL contexts","[{\"question\":\"What is the aim of this meta-summary?\",\"answer\":\"It provides an overarching comprehension of metaphorical conceptualizations regarding Turkish EFL teachers’ roles.\"},{\"question\":\"How were the included studies selected and analyzed?\",\"answer\":\"Eight papers were chosen after database searches and specific inclusion criteria. Analysis followed a theory-driven deductive thematic approach using the Saban, Koçbeker and Saban (2006) framework.\"},{\"question\":\"Which teacher roles were most commonly identified through the metaphors?\",\"answer\":\"Turkish EFL teachers were most frequently characterized as knowledge providers, followed by facilitator/scaffolder roles.\"}]","Advances in Language and Literary Studies - A Meta-summary of the Research on Metaphors Regarding Turkish EFL Teachers’ Roles | PDF",1792068073,33]