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

Abstract

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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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.

Article Type: Research Article

https://doi.org/10.29333/pr/11062

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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