A Case Study on Teachers’ Pedagogical Knowledge of Total Physical Response in the Primary Schools of the Al-Dafniya Education Office, Misurata

Abstract

This study explored English language teachers’ pedagogical knowledge of the Total Physical Response (TPR) method in the primary schools of the Al-Dafniya Education Office in Misurata, Libya. As English is introduced in the first grade, the Libyan Ministry of Education has based primary English textbooks on TPR principles. However, limited training and a lack of awareness among teachers have raised concerns regarding the actual implementation of this method. Using a qualitative research design, data were collected through semi-structured interviews with 10 female primary school teachers from six different schools of the Al-Dafniya Education Office. The findings revealed that although a few teachers applied certain TPR techniques, for instance, giving commands and incorporating songs with physical actions, most of them lacked background knowledge of TPR as a teaching method. Moreover, none of the teachers knew that it is the recommended method in Libyan primary English textbooks. The findings further demonstrated that factors such as insufficient training, a lack of classroom resources, and irregular use of English made it difficult for teachers to implement TPR effectively. The findings showed the gap between the recommended method and actual classroom practices which suggest a need for professional development and for improving primary English textbooks to align with pupils’ needs.