Classroom Management Centeredness: Teachers or Learners, Master 1 Students of Didactics Classroom Performances

Abstract

There have been various attempts to amend the Algerian educational system toward autonomy in the university setting. The point is that this procedure has become a truncated perspective because it has not met its expectations and objectives. This study is based on the constructivist learning theory. The major concern of this research is the continuous domination of teachers as the only source of knowledge, causing learners to be passive recipients. The current research aims to explore the need for balancing teachers’ knowledge delivery and learners’ free thinking for a reciprocal teaching/learning process. To attain this objective, the researcher used a descriptive-analytic method, in accordance with both qualitative and quantitative data collection tools. The former concerns an interview conducted with the teacher of the didactics module for more reliable information. The latter involves administering a questionnaire to 100 second-year Master’s students of Didactics at the Department of English, Ibn Khaldoun University of Tiaret. The findings of the research draw attention to the dominance of teachers as the most trusted and knowledgeable persons in the classroom. The absence of equilibrium in learners’ classroom performance is another symptom detected by the researcher. In the end, recommendations are made for better ongoing management of the classroom environment.