Roles for Secondary School English Teachers: From Teacher-Learners' Perspectives

Abstract

This study investigates English teacher-learners' perceptions of secondary English teacher roles. Seventy English teacher-learners' responses to a teacher role questionnaire and focus group interviews are analyzed to find out the teacher-learners' perception of the teacher roles in classroom teaching, around school, and outside school in the professional communities. The analysis shows that the teacher-learners perceive their future teacher roles as communication facilitating, and at the same time knowledge transmitting. The teacher-learners seek teacher roles of much control over the classroom, be it communication pursuing or knowledge transmitting, believing in teacher authority and being self-conscious over their English proficiency. In addition, the teacher-learners reveal keen interest in roles in the professional field beyond the confines of school. The study stresses as its conclusion that while positively influenced by communicative language teaching (CLT) principles. The teacher-learners have notable reservations about the student-centered English classroom. Suggestions are made in the areas of secondary English education including teacher support systems, and English teacher education.