Moroccan EFL Secondary School Teachers’ Perceptions and Practices of Learner-Centered Teaching in Taroudant Directorate of Education, Morocco
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The present paper reports on a qualitative study that (a) investigated Moroccan EFL secondary school teachers’ perceptions of LCT, (b) assessed how these perceptions affect their actual teaching practices, and (c) surveyed the different constraints to the implementation of LCT in Moroccan EFL classes. Structured open-ended interviews and non-participant classroom observations were used to collect data from four EFL secondary school teachers belonging to three public secondary schools in the provincial directorate for national education in Taroudant, Morocco. First, teachers were interviewed to obtain information related to their perceptions and understanding of LCT as well as the challenges facing its implementation. Then, they were observed to gain complementary data about teachers’ practices of LCT. The results have revealed that teachers do hold right perceptions and good understanding of LCT. Yet, due to constraints such as the standardized curriculum and examination, lack of materials and large class size, teachers find themselves obliged to keep different traditional practices.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it