Teacher power and gender in the classroom discourse of EFL teacher educators : insights from a case study

Abstract EN

How Teacher Power (TP) is exerted impacts affective learning and class participation.

This mixed-method case-study research explores TP and the role of gender in a Libyan EFL Teacher Education context.

Classroom discourse is analysed to determine the scale of Teacher Power Strategies (TPS) manipulated by both male and female educators with respect to Pro-social Teacher Power (PTP) and Antisocial Teacher Power (ATP).

Six teacher educators (three males and three females) have been observed over 18 lectures involving 47 second-semester students.

How the student teachers perceive and react to TP is explored through focus group interviews.

The findings reveal interesting gender differences in the application of anti and pro-social power; the males’ TP ratio (2.3:1) is much greater than the females’ (1.5:1) who display far less ATP, e.g.

command power, with zero criticism and zero coercion; PTP is distinguished by politeness and compliment; “command softening”, mitigated power and lowered anxiety.

The students tolerate teachers’ command, interruption, questioning for pedagogic reasons; cases of unwarranted coercion and unconstructive criticism are met with silent protest.

In conclusion, a balance of power is deemed essential in fostering students’ well-being, promoting a relaxed stress-free atmosphere, and facilitating active student participation.