Metaphorical Perceptions of Special Education Teacher Candidates Regarding Family Involvement and Parenting in Special Education

The importance of family involvement in supporting the development and education of children receiving special education services is frequently emphasized. In this context, family involvement in the educational process plays a vital role in helping individuals with special needs achieve their goals, strengthen communication and support school–family collaboration. This study aimed to examine special education teacher candidates' perceptions of “family involvement” and “being a parent of an individual with special needs” through metaphors. A qualitative metaphor analysis design was employed to systematically uncover participants’ latent perceptions and implicit mental models through structured linguistic analogies. The study group consisted of 38 students enrolled in the special education teacher education program at a large university during the 2024–2025 academic year. Data were collected through semi-structured metaphor forms and analyzed using content analysis. The findings revealed that, whereas 1st-year candidates perceived family involvement as an emotional need and parenting as a “burden/captivity,” 4th-year candidates viewed family involvement as a structural necessity and parenting as a process of “expertise and guidance.” These cohort differences suggest a potential influence of undergraduate education on candidates’ professional identity development and their perspectives on the family–school ecosystem.