<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202022000200570</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Metaphorical perceptions of teacher candidates regarding cultural diversity: a cross-cultural comparison]]></article-title>
<article-title xml:lang="es"><![CDATA[Percepciones metafóricas de los candidatos a docentes con respecto a la diversidad cultural: una comparación intercultural]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ercan Gul]]></surname>
<given-names><![CDATA[Yavuz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Kyrgyz-Turkish Manas University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Kyrgyzstan</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>14</volume>
<numero>2</numero>
<fpage>570</fpage>
<lpage>578</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202022000200570&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202022000200570&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202022000200570&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study was aimed at revealing the perceptions of Turkish and Kyrgyz teacher candidates on cultural diversity. In addition, the study aimed to make an intercultural comparison based on the metaphors produced regarding cultural diversity. In this research study carried out in keeping with the qualitative content analysis design used to analyze the data using metaphors. At the end of the study, the Turkish teacher candidates produced 52 metaphors in six categories. The metaphors produced by Turkish participants are grouped into sea, plant, food, nature, colour, and other. The Kyrgyz teacher candidates, on the other hand, produced 29 metaphors in six categories. The metaphors produced by the Kyrgyz participants are grouped into plant, food, animal, nature, colour, and other. The metaphors produced by the participants from both countries focused on the positive aspects of cultural diversity. This situation has shown that Turkish and Kyrgyz teacher candidates are positive about cultural diversity and therefore do not have a negative attitude toward other races.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio tuvo como objetivo revelar las percepciones de los candidatos a maestros turcos y kirguís sobre la diversidad cultural. Además, el estudio tuvo como objetivo realizar una comparación intercultural a partir de las metáforas producidas sobre la diversidad cultural. En esta investigación estudio realizado de acuerdo con el diseño de análisis de contenido cualitativo utilizado para analizar los datos mediante metáforas. Al final del estudio, los candidatos a profesores de turco produjeron 52 metáforas en seis categorías. Las metáforas producidas por los participantes turcos se agrupan en mar, plantas, alimentos, naturaleza, color y otras. Los candidatos a profesores de Kirguistán, por otro lado, produjeron 29 metáforas en seis categorías. Las metáforas producidas por los participantes kirguisos se agrupan en plantas, alimentos, animales, naturaleza, color y otras. Las metáforas producidas por los participantes de ambos países se centraron en los aspectos positivos de la diversidad cultural. Esta situación ha demostrado que los candidatos a profesores de Turquía y Kirguistán son positivos sobre la diversidad cultural y, por lo tanto, no tienen una actitud negativa hacia otras razas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Metaphor]]></kwd>
<kwd lng="en"><![CDATA[Kyrgyz]]></kwd>
<kwd lng="en"><![CDATA[Turkish]]></kwd>
<kwd lng="en"><![CDATA[cultural diversity]]></kwd>
<kwd lng="en"><![CDATA[comparison]]></kwd>
<kwd lng="es"><![CDATA[Metáfora]]></kwd>
<kwd lng="es"><![CDATA[kirguís]]></kwd>
<kwd lng="es"><![CDATA[turco]]></kwd>
<kwd lng="es"><![CDATA[diversidad cultural]]></kwd>
<kwd lng="es"><![CDATA[comparación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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