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.
|Journal Section||ELT Research Journal|
: May 23, 2017
|APA||Cebeci, N , Yıldız, I . (2017). The catalyst role of teacher: from the perspective of prospective teachers . ELT Research Journal , 6 (2) , 193-204 . Retrieved from https://dergipark.org.tr/en/pub/eltrj/issue/32894/365439|