EXTENDED ABSTRACT Problem: Concepts such as education, school, classroom, principal, teacher, parent and inspector, which seem to stand single bodies, are parts of a total entity, so to say education system. The sum of our ideas and experiences about single concepts give us an understanding about the whole. Single metaphors about inspectors and intrinsic consistency among them have the potential to give us ideas about teacher candidates’ understanding of the inspection system. Determining the perceptions of students of the pedagogical training program will open new gates and opportunities to plan the future of the system; to discover new perspectives, to get the contribution of new dynamics and to find out creative implementations. It will also help us integrate theory and implementation with the help of comprehensive and explorative research studies. Moreover exploring the real emotions and perceptions of students of the pedagogical training program about inspection system, inspectors and the roles played by the inspectors will help us develop new strategies about training inspector teams. Supervision system is one of the most important parts of education process. Aydın (2014) defined supervision as the process of understanding whether organizational activities are accordant with the organizational purposes and determined principles and rules. Başar (2000), on the other hand, asserted that supervision has several functions such as understanding the current state, evaluation, correction and developing. Sergiovanni and Starratt (2002) pointed out to the need of understanding both role and function of a supervisory attempt. In Turkey, as it has been assured in the 42nd item of the Turkish constitution, educational supervision is carried on under superintendence and supervision of the state (Anayasa, 1982). In this sense, Ministry of National Education (MoNE) has been appointed to supervise all kinds of the schools in Turkey (MEB, 2011). According the task framework of the MoNE, it has been responsible to provide efficiency, development and innovation of the education system (MEB, 1973). The purpose of this research was to understand the ideas and emotions of students of the pedagogical formation courses about education inspectors by the meaning attributed to the concepts and explore their views about supervision system to which they are candidate to be part of it. Method: The research was designed in phenomenological design which is a qualitative method (Büyüköztürk et al., 2010). As data collecting technique, metaphorical use of the participants was referred to. In order to determine metaphorical use of the participants a written structured question form was used. The participants were asked to write what they liken the inspectors with a reason. In analysing the data, inductive content analysis technique was used to identify metaphorical language (Yıldırım and Şimşek, 2013). Metaphorical analysis was based on cognitive theory which helps us understand and tell abstract terms about metaphors. In this process, using logical bases of metaphorical language, image fields were derived for each source and its associated meanings (Tepebaşılı, 2013). Study group was determined in 2015-2016/ 2016-2017 fall and spring education years among the students attending pedagogical education course using convenience sampling technique which is one of purposeful sampling method. Results, Discussion, Conclusion: As a result, the participants tend to have positive perceptions more than negative. Part of the positive perceptions pointed out to determine the objective current state and focus on correction of the behaviours more than encouraging creativeness and providing development. It can be asserted that the perceptions show that inspectors and inspection tend to focus on transactional frame of reference more than being innovative, creative and developmental. In this sense, it can be reported that a small part of the positive perceptions about inspectors stated with metaphors tell that inspectors were associated with guidance and on the job training roles. Inspectors were stated to be, given in order of their frequencies, as to own transactional attitudes, to be constructive authoritarian and implementing control focused supervisory activities. e-uluslararası eğitim araştırmaları dergisi, Cilt: 9, Sayı: 1, 2018, ss. 83-101 101 The results show that after transactional attitudes, inspectors’ creative, developmental and transformational images based on their specialist and guidance peculiarities themes were stated. These themes are likely to be related to transformational leadership in the organization. Most of the negative perceptions were stated using living organisms and things which cause to provoke emotions including fear and anxiety or even violence in our physical, cultural, social environment. Consequently, it can be asserted that expected communication and coordination based on reliability between prospective teachers and inspectors will be hardly provided because of the strong perceptions stated by the metaphors. In this frame of reference, the results of the research on the effectiveness of the inspection system and inspectors based on the cognitive reality in the history are very important for the needs of the system. Meta analytical studies based on the interaction between the changes which have made in the supervision system lately and research results in the meantime can provide significant data about the effectiveness of the changes made and contribute developing innovative strategies to researchers in the field, policy makers and practitioners.