ANALYZING THE PRE-SERVICE TEACHERS' VOICES WITHIN A PHILOSOPHICAL FRAMEWORK

Abstract

The study of teacher cognition -what teachers think, know and believe -and of its relationship to teachers' classroom practices has recently gained interest as a significant domain of study and has influenced thinking in the field of language teaching and teacher education. The purpose of the study is to explore pre-service teachers' cognitions about teaching English and the role of English language teachers. To realize this aim, metaphorical images and similes were used in data collection tools. The study, which is designed as a cross-sectional survey, included pre-service teachers who were studying in the ELT Department at Eastern Mediterranean University, an English medium university in North Cyprus. Based on the research findings, the study suggests some awareness-raising activities which trigger teachers' reflection on their images of teaching and their images of self as a teacher.