Supportiveness of Existing Classroom Culture to the Implementation of Dialogic Teaching: Analysis of Teacher-Student Interaction in Physics Teaching and Learning
Hassen Worku 1 * , Mekbib Alemu 2
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1 Dessie College of Teacher Education, Department of Physics Education, ETHIOPIA
2 Addis Ababa University, Department of Science and Mathematics Education, ETHIOPIA
* Corresponding Author


This case study presents the analysis of teacher-student interaction in physics classrooms. The participants of the study were three physics teachers and 131 students from three upper primary schools (Grades 7 and 8) of Ethiopia. Data for the study were collected through observation of eight video recorded physics lessons. The analysis of videos indicated the teacher-student interaction in the existing physics classrooms were characterized by the transferring of factual knowledge; Initiation-Response-Evaluation (IRE) and Initiation-Discussion-Computation-Response-Evaluation (IDCRE) types of interaction pattern; interactive/authoritative type of communication, evaluative feedback and use of low-level oral questions. Authoritative classroom communication, use of low-level questions, evaluative feedback; inappropriate intervention and support were the aspects of teacher-student interaction that seemed to influence the implementation of dialogic teaching as such type of classroom practices contradict the principles of dialogic teaching.


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Article Type: Research Article

PEDAGOGICAL RES, 2021 - Volume 6 Issue 3, Article No: em0100

Publication date: 13 Jul 2021

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Article Downloads: 36

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