Role Of Tutor Research Articles

Collective and Individual Self-Regulation Processes During a Project-Based Learning Process

In higher education, students are faced with group tasks, such as project-based learning. However, research on self-regulated learning has paid little attention to the details of collective self-regulation. In this framework, the objective of this research was to determine the impact of the feeling of collective efficacy on the performance of groups of students involved in self-regulation processes in project-based learning. The quantitative approach was adopted. The type of descriptive research and field design. The 45 volunteer participants of an education program at the National University of the Altiplano completed a questionnaire that explored different aspects of self-regulation: Use of human resources, setting objectives, collective efficacy, expression of disagreements, and quality of interactions. The questionnaire comprised 20 items rated on a Likert-type scale, ranging from 1 (strongly disagree) to 6 (strongly agree), and included two open-ended questions aimed at understanding strategies for managing doubts and maintaining interest int the project. The results show that the feeling of collective efficiency is a significant predictor of the final grade in the project and that the group’s ability to define the objectives precisely and prioritize them contributes significantly to the development of the feeling of collective efficacy. The conclusion exposes the pedagogical implications of these results, emphasizing the essential role of tutors in fostering an environment conducive to collective efficacy by guiding students in defining, prioritizing objectives, and managing doubts effectively. This guidance is crucial, especially in the early phases of project implementation, to establish a dynamic of collective efficacy and develop individual interest in the project.

Student Ultrasound Education, Current Views and Controversies; Who Should be Teaching?

Acquiring diagnostic ultrasound competencies and skills is crucial in modern health care, and achieving the practical experience is vital in developing the necessary anatomy interpretation and scan acquisition skills. However, traditional teaching methods may not be sufficient to provide hands-on practice, which is essential for this skill acquisition. This paper explores various modalities and instructors involved in ultrasound education to identify the most effective approaches. The field of ultrasound instruction is enriched by the diverse roles of physicians, anatomists, peer tutors, and sonographers. All these healthcare professionals can inspire and empower the next generation of ultrasound practitioners with continuous training and support. Physicians bring their clinical expertise to the table, while anatomists enhance the understanding of anatomical knowledge through ultrasound integration. Peer tutors, often medical students, provide a layer of social congruence and motivation to the learning process. Sonographers provide intensive practical experience and structured learning plans to students. By combining different instructors and teaching methods, success can be achieved in ultrasound education. An ultrasound curriculum organized by experts in the field can lead to more efficient use of resources and better learning outcomes. Empowering students through peer-assisted learning can also ease the burden on faculty. Every instructor must receive comprehensive didactic training to ensure high-quality education in diagnostic ultrasound.

From Connectivity to Competence: The Crucial Role of Tutors in Promoting Communication Quality, Student Autonomy, and Learning Effectiveness in Open and Distance Education

From Connectivity to Competence: The Crucial Role of Tutors in Promoting Communication Quality, Student Autonomy, and Learning Effectiveness in Open and Distance Education

Tutees' Bullying Experiences in Employment of Pair Tutoring: A View from Grade Two Pupils

Bullies can victimize others in a multitude of ways. While some are hidden and private, others are obvious and public. Bullying in schools frequently takes place in unstructured learning environments. Direct bullying combines verbal and physical abuse. Verbal bullying occurs when a pupil is the target of remarks made aloud or information written that harms their feelings. This exploratory research study was to identify the experiences of bullying by tutees.The research sample comprised fifteen tutees at the Division of Misamis Oriental at the Tagoloan Central School, Philippines. Using the qualitative approach with an exploratory research design, the fifteen grade two tutees who experienced bullying inside the classroom during pair tutoring sessions were considered participants through purposively sampled selection. There was the utilization of in-depth interviews in the data gathering. The study adhered to ethical principles during the conduct. It strictly followed the components of trustworthiness: credibility, dependability, transferability, and conformability to review the validity of the qualitative data. The study revealed that during pair tutoring, tutees experienced verbal bullying- the tutor to the tutee as the tutor constantly uses mean remarks, such as You are dull. Relationship bullying to the tutee as the tutor becomes bossy and short-tempered by letting tutees learn quickly. Physical bullying to the tutee as the tutor eventually hits the tutee if the tutee cannot learn quickly. Along with the insights, the study emphasized that teachers must closely monitor by observing tutor behavior and words they utter during pair torturing sessions and select and train tutors; training should cover tutor roles and responsibilities so that bullying will not occur during pair tutoring sessions and bullying is an issue in education that needs to be solved to ensure pupils good learning outcomes by a safe learning environment. Bullying affects children's academic achievement because it makes them afraid to stand out and pursue their learning desires. Every teacher should work to stop bullying in the classroom by integrating anti-bullying policies and discipline into classroom discipline.

Tutors’ Responses to Student Disclosures: From “Suicidal Ideation to “Feeling a Little Stressed”

Tutors in higher education are receiving and responding to student disclosures that include racism, anxiety, loneliness, legal disputes, family upheavals, physical, emotional, and mental health, bereavement, legal battles, and harassment. In many cases, this caring aspect of the tutor role is not acknowledged, allocated time in job descriptions, or accurately remunerated. This qualitative study explored how tutors experienced and managed student disclosures, the personal and professional impact of responding to disclosures, and how tutors believed they could be better supported. Data was collected from two cohorts of participants tutoring at a University in Aotearoa New Zealand. using interviews and questionnaires and analysed by reflexive thematic analysis. Our findings showed that our participants believed they were positioned vulnerably between a rock and a hard place. At the rock, tutors were told to follow university guidelines and refer distressed students to over-loaded course coordinators or over-subscribed support services. At the hard place, tutors were often the first to be disclosed to, because of their front-facing positioning at the university and once they had heard the disclosure felt it was unethical not to try and help. Tutors believed they could assist students with personal challenges if their precarious positioning within the university was protected and strengthened and if appropriate support was provided by their university through training, time, and remuneration. Findings have implications for higher education providers to reconsider how tutors are supported to support students.

Training of Tutors in Problem Based Learning: Feedback of Participants

Background The faculty members should have knowledge on PBL process and must be familiar with the changing role of teacher to facilitator to adopt PBL as a teaching/learning strategy. The transition from the role of teacher to tutor is critical for the success of PBL. The objective of this study was to describe the process of proceedings of training workshop at the outset of introduction of PBL in Gandaki Medical College Nepal and assess the feedback of the tutors towards PBL training workshop.MethodsTwo one-day training workshops were organized at GMC; first on November 28, 2021, and second on October 16, 2022. Feedback of the participants was taken on valid semi-structured self-administered questionnaire at the end of proceedings of training workshops. Data was analyzed for frequency and central tendency. ResultsThe response rate was 100% (Total number of participants =37). The training workshops were rated for usefulness (7.89±0.90), content (7.83±0.76), relevance (7.83±0.98), facilitation (7.91±1.11) and overall process (8.13±0.82) using scale 1-10(1=Poor, 10= Excellent). Most of the participants found the sessions moderately important ("PBL Process" 70.3%, "Role of Tutor" 75.7%, "Designing PBL problem package" 48.6%, and “Conducting PBL" 70.3%). The majority of the participants recommended increasing the duration of workshop, allocate adequate time for the practice session and arrange other types of training workshops in medical education. Conclusions The significance of PBL trainings was recognized by the participants. Overall, their feedback on training workshops were positive.

Student Perceptions of the Role of Tutors in Office Administration Courses in Public Administrastion Study Program of Universitas Terbuka

Whether a student is successful or not in undergoing lectures really depends on the role of the tutor in guiding the student. In this regard, the role of the tutor is very important because the tutor is a facilitator of learning for students. The problem currently occurring at the Universitas Terbuka is that there are many tutors who teach not in accordance with student expectations, such as not assessing discussions and assignments, not responding quickly to obstacles faced by students, not opening up discussion space and so on. For this reason, there needs to be a perception from students as a form of evaluation of the role of tutors in providing academic services to students so that they become quality graduates and can compete internationally. The aim of this research is to analyze student perceptions of the role of tutors in office administration courses as an effort to improve the quality of tutors' academic services to students. The research method used is quantitative. Research data was obtained directly from the field through a survey, namely by filling in a Google form. The selection of informants was based on purposive sampling. As for data analysis, researchers used interactive analysis. The research results show that students' perceptions of the role of tutors in Office Administration courses at the Universitas Terbuka are generally positive. The students assessed that the tutor was able to clearly convey the objectives and plans for learning activities, explain important concepts, and provide initiation materials equipped with supporting media such as video, audio or relevant articles. This shows that tutors play an important role in helping students understand the material and improving the quality of academic services, which ultimately supports students in competing on the international stage.

Perception of the operation theater learning environment and related factors among anesthesia students in Ethiopian higher education teaching hospitals: a multicenter cross-sectional study

IntroductionOperation theater learning involves three key elements: clinical work, learning, and the environment. There is little evidence regarding the operating theatre learning environment for anesthesia trainees. Identifying the overall perception of the operation theater learning environment helps to establish an efficient operation theater learning environment and produce competent anesthesia professionals.ObjectiveThe aim of this study was to assess the perceptions of the operating theater learning environment and associated factors among undergraduate anesthesia students in Ethiopian higher education teaching hospitals from April to May 2023.MethodsA multicenter cross-sectional study was conducted on 313 undergraduate anesthesia students who began operation room clinical practice at 13 higher education teaching hospitals. The data were entered into EpiData version 4.6. A generalized ordered logistic regression model was used to analyze and identify factors associated with the operating theater learning environment using STATA software version MP17.ResultsThe findings of this study revealed that 45.05%,26.52%), 23% and 5.43% of the participants reported having desirable, moderately desirable, very desirable and undesirable perceptions of the operating theater learning environment, respectively, from highest to lowest. Preoperative discussion (AOR = 4.98 CI = 1.3–18.8), lack of teaching facilities (AOR = 0.16 CI = 0.03–0.75), noise from played music (AOR = 0.22 CI = 0.07–0.63), absence of tutors (AOR = 0.03 CI = 0.01–0.22), respect for students (AOR = 3.44 CI = 1.6–7.2), roll modeling for students (AOR = 3.23 CI = 1.5–6.8) and strict supervision of students (AOR = 0.24 CI = 0.07–0.88) were significantly associated with perceptions of the operation theater learning environment, with 95% CIs.ConclusionNo study participant agreed that the operation theater learning environment in operation theatres was very undesirable. A lack of teaching facilities at the OR, a lack of tutors from the OR, noise from played music in the OR, a tutor respecting their student, a tutor role model for their student, a preoperative discussion with a tutor and strict supervision of the student are strongly associated with the operation theatre learning environment.

Can the role of a personal tutor contribute to reducing the undergraduate degree awarding gap for racially minoritised students?

AbstractThe imperative to address the complex problem of degree awarding gaps within UK higher education institutions is multifaceted and messy. Various studies have continually highlighted this persistent undergraduate awarding gap (racial equity gap or/ethnicity gap) between White and racially minoritised students. This disparity in educational outcomes, where racially minoritised students compared to their White counterparts are less likely to graduate with good honours degrees, has gained considerable attention from policymakers and scholars. This underscores the need for comprehensive strategies that transcend conventional approaches and boundaries to achieve systemic change. Efforts to close the awarding gap have predominantly focused on decolonising the curriculum, which is vital. Still, it is also crucial to recognise personal tutoring (PT) as a pivotal and often underestimated role in addressing the awarding gap. The PT role, with its potential to provide a joined‐up experience for students, promoting student engagement and enabling them to navigate the ever‐changing academic landscape, can be a catalyst for racial equity and an antidote to the degree awarding gap. By reviewing the literature, empirical studies, policy frameworks and practical implementations, this paper sheds light on the diverse ways PT can serve as a potent tool for promoting equity and inclusion and enhancing equitable outcomes for all. Through a synthesis of existing literature and critical analysis, this scoping review highlights ways PT in higher education is conceptualised nationally and internationally and how it can drive transformational change in higher education when aligned with principles of equity.

Practice tutors' readiness to support nursing students who require reasonable adjustments for clinical placement.

Preregistration nursing students (trainee nursing associates and student nurses) may have a disability or impairment that requires reasonable adjustments while they are on clinical placement. At The Open University, practice tutors support nursing students on clinical placement, which includes overseeing the facilitation of any such reasonable adjustments. However, they may not feel prepared to provide this support. A qualitative approach with a broad interpretivist paradigm was adopted. Data were collected from three focus groups that included a total of 10 nursing practice tutors. Audio data were transcribed and analysed using complete coding followed by thematic analysis. Three main themes were identified - it's complex; impact of engagement; and a cohesive approach - along with associated subthemes. Despite their clear interest in helping nursing students who require reasonable adjustments for practice-based learning, practice tutors can be hindered by barriers resulting from a lack of both training and guidelines. The complexity of the practice tutor role and student issues can compound this. Consistency in practice tutor training is recommended, as well as regular access to peer support to address these difficulties and develop the skills and knowledge.

Think Carefully, Let’s Bond, and Other Tutoring Strategies: Socio-academic Participation Patterns in Peer Tutoring

CONTEXT. This article investigates how an intervention called SYKL (SYstematiseret Klassekammerathjælp), which used systematized reciprocal peer tutoring in mathematics in the fourth grade, affected student participation and socio-academic inclusion. APPROACH. In contrast to most international peer tutoring projects, SYKL simultaneously focuses on social relations and academic inclusion. Teachers recruited to conduct SYKL lessons attended a four-day course to learn how to apply SYKL peer tutoring techniques, which touch upon social, organizational, and subject matter-related perspectives. Following students are specifically taught how to help each other, and engage in academic conversations when working in pairs. SYKL is specific instruction in how students can become better at helping each other and engaging in academic discussions when working in pairs. Students are assigned one of two positions, either as a tutor or a tutee. To fulfill the role of the tutor, the student receives Scaffold Cards and academic Hints for task completion. The Scaffold Cards remind students to, for example, listen, acknowledge tentative answers, and identify connections. Hints are specific ideas for task completion developed by professionals with the assignment in mind. Based on 15 video-recorded, peer-to-peer conversations, the analysis explores what characterizes the various participation strategies of students who play the role of tutor. FINDINGS. The analysis identified four typical strategies: ‘Let’s bond,’ ‘I’ll wait for you,’ ‘Think carefully,’ and ‘Let’s go.’ The study highlights that these strategies are all potentially conducive to inclusion. The current research supports earlier studies indicating that peer relationships significantly contribute to learning and active participation in mathematics classes. KEY MESSAGE. Teachers can work simultaneously with the social and academic skills of students. The SYKL approach promotes synchronous development of their social and academic skills. Points of Interest New Danish teaching program in math and science is designed to support student well-being and collaboration in fourth grade. Students help each other through peer tutoring. Four tutoring strategies typically occur: ‘Let’s bond,’ ‘I’ll wait for you,’ ‘Think carefully,’ and ‘Let’s go.’ Teacher awareness of these strategies allows them to spot inclusion and exclusion processes to better assist students in helping each other.

Enhancing undergraduate research talents: the role of tutors in dental basic research education.

This study endeavors to investigate ways to optimize the role of teachers in undergraduate dental basic research education (UDBRE) with the aim of nurturing the research potential of undergraduate students. We conducted a cross-sectional study among medical undergraduates enrolled at the School of Stomatology, Guangzhou Medical University. Descriptive statistics were employed to comprehensively analyze UDBRE's fundamental aspects. Kendall rank correlation analysis was performed to evaluate the relationship between the quality of feedback provided by tutors to undergraduates and the students' scientific research abilities. Additionally, multivariate logistic regression analysis was employed to uncover the factors influencing the effectiveness of UDBRE. A total of 168 medical students were surveyed with a valid response rate of 93.85%. The effectiveness of UDBRE was demonstrated by undergraduates' self-rated research abilities, active participation in scientific research projects, and a certain amount of academic outputs. Significant and positive correlations (𝓣b> 0.5, p < 0.001) were identified between the tutor-undergraduate feedback quality and students' self-rated scores for scientific research abilities. These abilities included developing scientific questions, designing research projects, retrieving and reading literature, academic writing, experiment operation, and analyzing and evaluating experimental results. Positive effects on students' academic performance (p < 0.05) were observed when higher-quality feedback, an authoritative tutoring style and tutors with middle-career experience were present. This study underscores the pivotal role of UDBRE in fostering the scientific research aptitude of medical undergraduates. It emphasizes the constructive influence of tutor-undergraduate feedback, authoritative teaching styles, providing valuable insights for establishing an effective mentorship framework.

The experience of using artificial intelligence tools by students of higher medical education during the study of "Molecular Biology"

The relevance of using Artificial Intelligence (AI) in the educational process of higher education institutions in Ukraine creates new opportunities to ensure an effective learning experience. Specifically, the application of AI can serve as a means to enhance motivation and self-development for individuals pursuing education. However, it is important to note that the role of teachers and tutors must remain crucial, as the functioning of AI technologies cannot fully replace communication and interpersonal interaction. These aspects play a significant role in fostering critical thinking among applicants for higher education. The article conducted an analysis of the experience with the use of AI tools among students in higher medical education institutions during the study of the "Molecular Biology" discipline. The study of the experience of using AI tools among applicants for higher education in the medical field during the "Molecular Biology" course revealed that 70.3% of respondents utilize AI for learning. The participants' experience with AI was associated with audio visualization. However, the research results demonstrate that ChatGPT is the most prevalent AI tool among applicants for higher education in the medical field. The study identified several ways in which ChatGPT is utilized by students: searching for personally-oriented information during scientific work in higher education; checking and editing written assignments; developing schedules and class timings; seeking personalized recommendations for educational resources, and more. It is noted that uncontrolled use of AI by applicants for higher education in their academic activities may lead to certain educational risks. Specifically, the utilization of information provided by ChatGPT may violate principles of academic integrity; the "automatic" use of generated AI texts contradicts academic integrity principles as well; and education learners might risk losing critical thinking skills and the ability to analyze and compare acquired knowledge. In order to mitigate the mentioned educational risks, it is crucial to implement effective control strategies regarding the use of AI in the educational process. Additionally, applicants for higher education in the medical field should be taught to critically analyze information obtained through AI means. Avoiding these risks is also possible through the improvement of academic programs, diversification of multi-level individual assignments that require critical thinking skills, and fostering discussions on problematic and complex issues during classroom sessions.

Technological Tools and their Impact on Ghanaian Language (Twi) Lesson Delivery: The Role of the College Tutor

This investigation examined how in recent years, technological advancements have significantly transformed various aspects of education, including language (Twi) learning and teaching. The impact of technological tools on Ghanaian language (Twi) lesson delivery: The role of college tutors in integrating these tools effectively to achieve quality education cannot be over-emphasized in achieving quality education. The purpose of this investigation was to understand how the utilization of technology can enhance the teaching and learning experiences of Ghanaian languages specifically Twi, while also examining the challenges faced by tutors in using these tools in their lesson delivery. The study adopts a single research approach, qualitative data collection methods. The research design was descriptive in nature. Interviews were conducted on college tutors in Ghanaian language (Twi) departments and units to gauge their awareness, attitudes, and experiences regarding the use of technological tools in language instruction. In all, fifty (50) participants were targeted for the investigation. Focus group discussions and interviews were used to elicit significant information for the data analysis from Wesley College of Education, St. Ambrose College of Education, Akrokerri College of Education and Atebubu College of Education. The investigation revealed that most of the Ghanaian Language (Twi) tutors lack the knowledge and skills to use the technological tools. It was also identified that technological tools facilitate teaching and learning process. The Technology Acceptance Model (TAM) theory was the theoretical framework on which this investigation was conducted.

LEARNING EXPERIENCES OF SOCIAL WORK STUDY PROGRAMME STUDENTS: TUTOR'S AND PEER SUPPORT

The learning experiences of social work students are influenced by their interactions with tutors and peers, as well as the support they receive from them. Tutors play a crucial role in helping students understand theoretical concepts and apply them to real-world situations. Peer support fosters a collaborative learning environment where students can share insights and learn from each other's experiences. The article examines the learning experiences of social work students in a study programme that emphasises tutor and peer support. The research aims to explore the role of tutor and peer support in a blended learning environment. A survey was conducted among 97 students who studied social work at a higher education institution in Lithuania in 2023. The study analysed the interactivity indicators, tutor support, and peer support. The results indicate that students highly valued the support provided by both tutors and peers. This support helped them to develop their professional identity, enhance their academic skills, and cope with the challenges of studying social work. The article offers insights for improving the quality of teaching and learning in this field.

LEARNING EXPERIENCES OF SOCIAL WORK STUDY PROGRAMME STUDENTS: TUTOR'S AND PEER SUPPORT

The learning experiences of social work students are influenced by their interactions with tutors and peers, as well as the support they receive from them. Tutors play a crucial role in helping students understand theoretical concepts and apply them to real-world situations. Peer support fosters a collaborative learning environment where students can share insights and learn from each other's experiences. The article examines the learning experiences of social work students in a study programme that emphasises tutor and peer support. The research aims to explore the role of tutor and peer support in a blended learning environment. A survey was conducted among 97 students who studied social work at a higher education institution in Lithuania in 2023. The study analysed the interactivity indicators, tutor support, and peer support. The results indicate that students highly valued the support provided by both tutors and peers. This support helped them to develop their professional identity, enhance their academic skills, and cope with the challenges of studying social work. The article offers insights for improving the quality of teaching and learning in this field.

LEARNING EXPERIENCES OF SOCIAL WORK STUDY PROGRAMME STUDENTS: TUTOR'S AND PEER SUPPORT

The learning experiences of social work students are influenced by their interactions with tutors and peers, as well as the support they receive from them. Tutors play a crucial role in helping students understand theoretical concepts and apply them to real-world situations. Peer support fosters a collaborative learning environment where students can share insights and learn from each other's experiences. The article examines the learning experiences of social work students in a study programme that emphasises tutor and peer support. The research aims to explore the role of tutor and peer support in a blended learning environment. A survey was conducted among 97 students who studied social work at a higher education institution in Lithuania in 2023. The study analysed the interactivity indicators, tutor support, and peer support. The results indicate that students highly valued the support provided by both tutors and peers. This support helped them to develop their professional identity, enhance their academic skills, and cope with the challenges of studying social work. The article offers insights for improving the quality of teaching and learning in this field.

LEARNING EXPERIENCES OF SOCIAL WORK STUDY PROGRAMME STUDENTS: TUTOR'S AND PEER SUPPORT

The learning experiences of social work students are influenced by their interactions with tutors and peers, as well as the support they receive from them. Tutors play a crucial role in helping students understand theoretical concepts and apply them to real-world situations. Peer support fosters a collaborative learning environment where students can share insights and learn from each other's experiences. The article examines the learning experiences of social work students in a study programme that emphasises tutor and peer support. The research aims to explore the role of tutor and peer support in a blended learning environment. A survey was conducted among 97 students who studied social work at a higher education institution in Lithuania in 2023. The study analysed the interactivity indicators, tutor support, and peer support. The results indicate that students highly valued the support provided by both tutors and peers. This support helped them to develop their professional identity, enhance their academic skills, and cope with the challenges of studying social work. The article offers insights for improving the quality of teaching and learning in this field

A Tutor’s Role in the System of Pedagogical Support of Students

The article examines the role and importance of tutors’ work in the system of pedagogical support of students. The introduction of the article clarifies such concepts as “guidance” and “support” in terms of providing support to those students who have special educational needs and those who do not. It is said about pedagogical support in the system of psychological and pedagogical support of inclusive education. The article also explains what is required of tutors to do and what part they play in the system of pedagogical support. The purpose of the article is to determine a tutor’s role in the system of pedagogical support, as well as to assess how students perceive the tutor’s work in terms of interpersonal interaction; based on the research results, the article strives to give tutors recommendations to facilitate their work in the system of pedagogical support of students. Methods. The methodological basis of the study was the works of O.S. Gazman and his followers concerning pedagogical support. The way how students perceive a tutor’s work in the system of pedagogical support was assessed with the help of the questionnaire. 190 people (first– and second – year students) took part in the survey. We assume that the interviewed students have an insufficiently developed level of independence, and, consequently, students will choose ped- agogical support, rather than pedagogical support, as a curator’s activity. Based on the research results, tutors are given recommendations on how to organize necessary events for students. With the help of the proposed activities, in our opinion, it is possible to increase the effectiveness of the curator’s activities. The activities are aimed at developing and supporting students of the following skills: communication skills, self-regulation skills, skills to find the necessary informa- tion, conflict resolution skills, terrain and indoor orientation skills, as well as professional skills corresponding to the student’s specialty. Based on the results of the study, we conclude that in their activities, the curator is recommended to use a strategy of support, not guidance, for the development of students’ independence. This study is aimed at studying the effectiveness of the system of pedagogical support of students, as well as at making a tutor’s work efficient.

Teacher’s Roles Implemented by an American Lecturer and an Indonesian Lecturer in Teaching Reading Classes

This thesis is a qualitative study on teacher's roles implemented by an American lecturer (AL) and an Indonesian lecturer (IL) in the English Department, Petra Christian University when they taught Reading classes. The objectives of this study are to find out the teacher's roles of both lecturers and their differences and similarities. This study used Harmer's theory on teacher's roles (2015). The data were collected twice for each lecturer. The findings show that the lecturers applied the teacher's roles: controller, monitor, prompter, editor, resource, and organizer. There were roles of evidence gatherer, tutor, and facilitator that were not implemented by both lecturers. This study also found multiple roles in one utterance. For the difference, only AL played the role of prompter when teaching. In conclusion, the topic of reading passages might affect the teacher’s roles implemented by AL and IL.