Teacher Power and Gender in Libyan Language Teacher Education

Abstract

Teacher power (TP) is a function of teacher knowledge that makes teachers far superior over their students. How TP is exerted in language classrooms can influence students’ emotional well-being and can hinder active participation. This case study employs a discursive approach- rather than a perceptive one- to explore how Libyan EFL teacher educators exercise power and whether such power is influenced by gender. Teachers’ discourse is recorded and analysed quantitatively and qualitatively to determine the extent to which male and female teachers utilise pro-social or anti-social power how student–teachers respond to and perceive TP is also investigated. Six teacher educators (three males and three females) were observed over 18 lectures (22 hours) involving 47 students. Personal interviews were conducted with the educators, besides holding focus groups. The findings reveal convergent patterns of power with unique gender variances in TP ratios (anti-social: pro-social). Male power ratio (2.3:1) was much greater than the females’ (1.5:1) who displayed command power, zero criticism, and zero coercion; Female power was distinguished by politeness, compliment and “command softening” whereas the students tolerated command, interruption, and questioning, unwarranted coercion and unconstructive criticism were met with silent protest. Balancing power was deemed crucial to foster affective stress-free learning.