An Investigation into the Prospective EFL Teachers Conceptions Regarding Teaching and Learning and Metaphorical Conceptualizations for Teacher Roles

Abstract

This study’s goal was to scrutinize the relationship between prospective English language teachers’ conceptions concerning teaching and learning process and metaphorical perceptions regarding their roles as language teachers. A correlational survey model was adapted in the study. The participants of the study involve 120 prospective EFL teachers at a foundation university in the 2021-2022 academic year. Data were gathered by administering the ‘Teaching and Learning Conceptions” and “Teacher Metaphor’ scales. As for the analysis the data, a series of statistical analysis through SPSS was done. At first, descriptive statistics and correlation analysis were presented and then multiple regression analysis were done. The findings showed that, prospective EFL teachers mostly prefer a constructivist approach and define their role as “guide” and “goal-oriented” teachers, while teachers who follow a traditional approach were seen as “disciplinarian-protective” teachers.