Research Article
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The catalyst role of teacher: from the perspective of prospective teachers

Year 2017, Volume: 6 Issue: 2, 193 - 204, 21.06.2017

Abstract




















Teachers have a wide range of roles
to handle the class in terms of supporting students and accomplishing their own
responsibilities. Additionally, the roles of a teacher may also change due to
many factors such as methodological development or technological innovations.
With the current changes, it seems that teachers play the role of a catalyst by
supporting and motivating the students. In this study, the term catalyst
teacher is used to describe the teacher’s role, and the teacher’s role as a
catalyst is investigated from the perspective of prospective teachers. In doing
so, the prospective teachers of English at a Turkish university were
interviewed through semi-structured interview questions to explore their
understanding of teacher cognition. The interview has three different
dimensions: prospective teachers’ previous learning experiences; their recent
experiences, and their school practicum experiences -in terms of mentor
teachers’ roles. The results of the study displayed that the prospective
teachers believe that the teacher should be a model and guide- catalyst- in the
classroom; however, they declared that their previous teachers implemented
traditional teaching techniques for teaching English. Similarly, they also
declared that their mentor teachers followed traditional teaching methods.

References

  • Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81–109. Borg, S. (2015). Teacher cognition and language education: Research and practice. New York: Bloomsbury Publishing Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London, UK: Routledge Taylor & Francis Group. Cohen, L. Manion, L., Morrson, K. & Wyse, D. (2010). A Guide to Teaching Practice. New York: Routledge. Crooks, G. V. (2015). Redrawing the boundaries on theory, research, and practice concerning language teachers’ philosophies and language teacher cognition: Toward a critical perspective. The Modern Language Journal, 9(3), 485–499. Davidoff, S. & Lazarus, S. (1997). The learning school: An organizational development approach. Juta Gagne, F. (2007). Ten commandments for academic talent development. Gifted Child Quarterly,51 (2), 93-118 Gavora, P. (2000). The pedagogic education. Brno: Paido Gay, L.R., Mills, G.E., & Airasian P. (2006). Educational Research. Competencies for Analysis and Applications. New Jersey: Pearson Merrill Prentice Hall. Hallinan, M. T. (2008). Teacher influences on students’ attachment to school. Sociology of Education, 81 (3), 271-283. Harmer, J. (2001). The practice of English language teaching. London: Longman Harmer, J.(2007). The practice of English language teaching. Harlow, England: Pearson Longman Horsley, J. (2012). Teacher catalysts: Characteristics of teachers who facilitate high academic success. Australasian Journal of Gifted Education, 21 (1), 23-31 MacLeod, R. B. & Napoles, J. (2012). Preservice teachers’ perceptions of teaching effectiveness during teaching episodes with positive and negative feedback. Journal of Music Teacher Education, 22 (1), 91-102 Kubanyiova, M. (2015). The role of teachers’ future self-guides in creating L2 development opportunities in teacher-led classroom discourse: Reclaiming the relevance of language teacher cognition. The Modern Language Journal, 9(3), 565–584. Kubanyiova, M., & Feryok, A. (2015). Language teacher cognition in applied linguistics research: Revisiting the territory, redrawing the boundaries, reclaiming the relevance. The Modern Language Journal, 9(3), 435–449 Kvale, S. (1996). Interviews: An Introduction to Qulitative Research Interviewing. Thousand Oaks: SAGE Publicaion. Ögeyik, M. C. (2016). Investigating the Impacts of Previous and Current Learning Experiences on Students Teachers’ Teaching Experiences. Kuram ve Uygulama Eğitim Bilimleri-Educational Sciences: Theory & Practice. EDAM, 1479-1506 Pickett, L., & Fraser, B. (2010). Creating and assessing positive classroom learning environments. Childhood Education; ProQuest, 321-326. Rogerson, C. & Chomicz, G. (2014). Catalytic teaching: a teaching equation transfers to enhanced student learning. Journal of student Engagement: Education matters. 4 (1), 3-13 Shein, P.P. & Chiou, W-B (2011). Teachers as role models for students’ learning styles. Social Behaviour and Personality, 39 (8), 1097-1104 Sinagatullin, I. M. (2009). Teaching is more than Pedagogical Practice: thirty-three strategies for dealing with contemporary students. Lanham, MD: Rowman & Littlefield Education. Skosana, P.S. & Monyai, R. B. (2013). The Teacher as a Catalytic Agent in the implementation of the Curriculum. International Journal of Humanities and Social Science Invention. ISSN(online): 2319-7722. Švec, Š. et al. (1998). Metodológia vied o výchove. Bratislava: IRIS.
Year 2017, Volume: 6 Issue: 2, 193 - 204, 21.06.2017

Abstract

References

  • Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81–109. Borg, S. (2015). Teacher cognition and language education: Research and practice. New York: Bloomsbury Publishing Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London, UK: Routledge Taylor & Francis Group. Cohen, L. Manion, L., Morrson, K. & Wyse, D. (2010). A Guide to Teaching Practice. New York: Routledge. Crooks, G. V. (2015). Redrawing the boundaries on theory, research, and practice concerning language teachers’ philosophies and language teacher cognition: Toward a critical perspective. The Modern Language Journal, 9(3), 485–499. Davidoff, S. & Lazarus, S. (1997). The learning school: An organizational development approach. Juta Gagne, F. (2007). Ten commandments for academic talent development. Gifted Child Quarterly,51 (2), 93-118 Gavora, P. (2000). The pedagogic education. Brno: Paido Gay, L.R., Mills, G.E., & Airasian P. (2006). Educational Research. Competencies for Analysis and Applications. New Jersey: Pearson Merrill Prentice Hall. Hallinan, M. T. (2008). Teacher influences on students’ attachment to school. Sociology of Education, 81 (3), 271-283. Harmer, J. (2001). The practice of English language teaching. London: Longman Harmer, J.(2007). The practice of English language teaching. Harlow, England: Pearson Longman Horsley, J. (2012). Teacher catalysts: Characteristics of teachers who facilitate high academic success. Australasian Journal of Gifted Education, 21 (1), 23-31 MacLeod, R. B. & Napoles, J. (2012). Preservice teachers’ perceptions of teaching effectiveness during teaching episodes with positive and negative feedback. Journal of Music Teacher Education, 22 (1), 91-102 Kubanyiova, M. (2015). The role of teachers’ future self-guides in creating L2 development opportunities in teacher-led classroom discourse: Reclaiming the relevance of language teacher cognition. The Modern Language Journal, 9(3), 565–584. Kubanyiova, M., & Feryok, A. (2015). Language teacher cognition in applied linguistics research: Revisiting the territory, redrawing the boundaries, reclaiming the relevance. The Modern Language Journal, 9(3), 435–449 Kvale, S. (1996). Interviews: An Introduction to Qulitative Research Interviewing. Thousand Oaks: SAGE Publicaion. Ögeyik, M. C. (2016). Investigating the Impacts of Previous and Current Learning Experiences on Students Teachers’ Teaching Experiences. Kuram ve Uygulama Eğitim Bilimleri-Educational Sciences: Theory & Practice. EDAM, 1479-1506 Pickett, L., & Fraser, B. (2010). Creating and assessing positive classroom learning environments. Childhood Education; ProQuest, 321-326. Rogerson, C. & Chomicz, G. (2014). Catalytic teaching: a teaching equation transfers to enhanced student learning. Journal of student Engagement: Education matters. 4 (1), 3-13 Shein, P.P. & Chiou, W-B (2011). Teachers as role models for students’ learning styles. Social Behaviour and Personality, 39 (8), 1097-1104 Sinagatullin, I. M. (2009). Teaching is more than Pedagogical Practice: thirty-three strategies for dealing with contemporary students. Lanham, MD: Rowman & Littlefield Education. Skosana, P.S. & Monyai, R. B. (2013). The Teacher as a Catalytic Agent in the implementation of the Curriculum. International Journal of Humanities and Social Science Invention. ISSN(online): 2319-7722. Švec, Š. et al. (1998). Metodológia vied o výchove. Bratislava: IRIS.
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Details

Journal Section ELT Research Journal
Authors

Nur Cebeci

Işıl Gamze Yıldız This is me

Publication Date June 21, 2017
Submission Date May 23, 2017
Published in Issue Year 2017 Volume: 6 Issue: 2

Cite

APA Cebeci, N., & Yıldız, I. G. (2017). The catalyst role of teacher: from the perspective of prospective teachers. ELT Research Journal, 6(2), 193-204.