Dialogic Teaching Approach vis-à-vis Middle School Physics Teacher’s Content Knowledge

Leta, Deresse Terfa; Ayele, Mulugeta Atinafu; Kind, Vanessa

doi:10.29333/ejmste/9613

Dialogic Teaching Approach vis-à-vis Middle School Physics Teacher’s Content Knowledge

Leta, Deresse Terfa; Ayele, Mulugeta Atinafu; Kind, Vanessa

Authors

Deresse Terfa Leta

Mulugeta Atinafu Ayele

Professor Vanessa Kind vanessa.kind@durham.ac.uk
External Examiner (PGR)

Abstract

This study aimed to explore Ethiopian middle school physics teachers’ content knowledge (CK) and their implementation of Dialogic teaching (DT). A qualitative method, case study design, and purposive and convenient sampling employed in the study. Data collected using Classroom observation and Questionnaire from nine physics teachers. The comparative analysis used to compare teachers’ implementation of DT. The results have indicated that the teachers’ CK was limited. Every teacher has had misconceptions, and a lack of procedural knowledge in physics contents and some teachers’ misconceptions were severe. None of the teachers fully implement dialogic teaching in their class. However, teachers who have training on DT and a higher level of CK relatively demonstrated DT better than teachers who have no training and have lower CK, respectively. The teacher education program recommended choosing a concurrent teacher education model, incorporating middle school physics in their curriculum for pre-service teachers, and making pre-service teachers practice dialogic teaching.

Citation

Leta, D. T., Ayele, M. A., & Kind, V. (2021). Dialogic Teaching Approach vis-à-vis Middle School Physics Teacher’s Content Knowledge. Eurasia journal of mathematics science and technology education, 17(1), https://doi.org/10.29333/ejmste/9613

Journal Article Type	Article
Acceptance Date	Oct 28, 2020
Online Publication Date	Jan 20, 2021
Publication Date	2021
Deposit Date	Oct 5, 2021
Publicly Available Date	Oct 5, 2021
Journal	Eurasia Journal of Mathematics, Science and Technology Education
Print ISSN	1305-8215
Electronic ISSN	1305-8223
Publisher	Modestum
Peer Reviewed	Peer Reviewed
Volume	17
Issue	1
DOI	https://doi.org/10.29333/ejmste/9613

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.