@article{education20164120,
author={{Chafi, My Essaid and Elkhouzai, Elmostapha and Ouchouid, Jamaa},
title={Teacher Excessive Pedagogical Authority in Moroccan Primary Classroom},
journal={American Journal of Educational Research},
volume={4},
number={1},
pages={134--146},
year={2016},
url={http://pubs.sciepub.com/education/4/1/20},
issn={2327-6150},
abstract={This article presents an ethnographic study conducted in five Moroccan primary schools in Marrakech and region. This study uses cultural models theory as a tool of inquiry to investigate primary school teachers¡¯ conceptualizations of their role in the space of classroom and how they exercise their pedagogical authority. The intention is to develop awareness of the sociocultural embeddedness of teachers¡¯ beliefs and assumptions with regard to classroom practice. Classroom observations and interviews indicate that the exercise of authority is a routine feature of most teacher¨Cstudent interactions. Classroom control and discipline seem to constitute an integral part of the pedagogical conceptualizations of most interviewed teachers<b>. </b>There is insistence on establishing teacher authoritative presence in class as a guaranty of exacting obedience and compliance from students. The teachers identify their functions mainly in terms of classroom control and knowledge transmission. Teacher-student relationship is governed and regulated by a well-defined system of hierarchical values and customs. The teachers¡¯ views seem to run counter official pronouncements on institutionalizing learner-centered approaches. This might explain the fact that after years of ¡®implementation¡¯, learner-centered approaches has done poorly in terms of being institutionalized and do not appear to have achieved their desiderata.},
doi={10.12691/education-4-1-20}
publisher={Science and Education Publishing}
}