Cognitive flexibility processes through teachers’ eyes: a study from Kazakhstan

Abstract

This study aims to examine the perceptions of primary school teachers working in the city of Turkistan, Kazakhstan, regarding cognition, metacognition, and cognitive flexibility by means of metaphors. In this context, how teachers internalize abstract cognitive concepts was analyzed through metaphors. In this study, which was designed within a qualitative research framework, 29 teachers selected through purposive sampling were asked to generate metaphors using the expression «… is like, because…» for each concept. This method was specifically preferred because it allows teachers to freely reveal their mindset and conceptual associations. The data were examined independently by three experts in the field, and categories were created through content analysis. During the analysis process, common connotations of metaphors were classified into thematic clusters to increase interpretability. The results indicate that teachers interpret these concepts not only as theoretical constructs but also as intellectual tools that gain practical meaning in their teaching practices. This situation is significant because it shows that teachers can make cognitive processes functional in their pedagogical approaches. The metaphors collected reflect the teachers’ level of conceptual understanding and their cognitive orientations toward classroom applications. These statements provide rich data not only about teachers' conceptual knowledge but also their cognitive orientations. It is considered that these outcomes provide valuable insights into teacher training and professional growth programs. The findings indicate that teacher education should be redesigned to foster greater metacognitive awareness and flexibility.