Baş, Gökhan2024-11-072024-11-0720211056-7879https://doi.org/10.1177/1056787920933352https://hdl.handle.net/11480/11194This study was conducted to examine which metaphors teachers attribute to educational reforms. This research adopted a phenomenological design, in which the data were collected through metaphors. The findings indicated that teachers have negative beliefs about educational reforms. Also, the findings showed that teachers have traditional beliefs about educational reforms, rather than contemporary ones. Although teachers believed that educational reforms are a need for the education system, they perceived reform acts negatively, approaching them from a more traditional perspective. © The Author(s) 2020.eninfo:eu-repo/semantics/closedAccesseducational reformsmetaphorsqualitative researchteacher beliefsArticle301213810.1177/10567879209333522-s2.0-85106411900Q3