Akademik Veri Yönetim Sistemi
Gazi Eğitim Fakültesi Dergisi, cilt.1, sa.1, ss.311-338, 2022 (Hakemli Dergi)
This study aims to investigate how English teachers define their current teacher roles. In-service English teachers enrolled in an MA TESOL program and knowledgeable about teacher roles partook in the study. The data in this qualitative study were collected through questionnaires and semi-structured interviews conducted with all of the participants (N=13). Two themes are reached after the thematic analysis. They are identified as 1) the definition of the current role of English teachers, and 2) the ideal role for English Teachers. The findings reveal that the majority of the English language teachers in this study define themselves as reflective practitioners. Although teachers as transformative intellectuals is a reputable role among the participants, it is considered to be unachievable. In addition, some teachers are cautious about this role because it advocates some ideologies. Being a passive technician is not preferable among the teachers and they adopt this role only when the circumstances compel them to do so. Therefore, it is concluded that the optimal role for English teachers is the reflective practitioner. It is understood that teacher roles are dynamic and situated. Based upon these findings, suggestions are presented.