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

Deresse Terfa Leta; Mulugeta Atinafu Ayele; Vanessa Kind

doi:10.29333/ejmste/9613

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Deresse Terfa Leta ¹ ^* , Mulugeta Atinafu Ayele ², Vanessa Kind ³

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¹ Kotebe Metropolitan University, ETHIOPIA
² Addis Ababa University, ETHIOPIA
³ Durham University, UK
^* Corresponding Author

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.

Keywords

case study
comparative analysis
content knowledge
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/ejmste/9613

EURASIA J Math Sci Tech Ed, 2021 - Volume 17 Issue 1, Article No: em1936

Publication date: 20 Jan 2021

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Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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How to cite this article

APA

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), em1936. https://doi.org/10.29333/ejmste/9613

Vancouver

Leta DT, Ayele MA, Kind V. Dialogic Teaching Approach vis-à-vis Middle School Physics Teacher’s Content Knowledge. EURASIA J Math Sci Tech Ed. 2021;17(1):em1936. https://doi.org/10.29333/ejmste/9613

AMA

Leta DT, Ayele MA, Kind V. Dialogic Teaching Approach vis-à-vis Middle School Physics Teacher’s Content Knowledge. EURASIA J Math Sci Tech Ed. 2021;17(1), em1936. https://doi.org/10.29333/ejmste/9613

Chicago

Leta, Deresse Terfa, Mulugeta Atinafu Ayele, and Vanessa Kind. "Dialogic Teaching Approach vis-à-vis Middle School Physics Teacher’s Content Knowledge". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 1 (2021): em1936. https://doi.org/10.29333/ejmste/9613

Harvard

Leta, D. T., Ayele, M. A., and 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), em1936. https://doi.org/10.29333/ejmste/9613

MLA

Leta, Deresse Terfa et al. "Dialogic Teaching Approach vis-à-vis Middle School Physics Teacher’s Content Knowledge". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 1, 2021, em1936. https://doi.org/10.29333/ejmste/9613