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.
Highlights
One of the objectives of the education and training policy of Ethiopia (Ministry of Education (MoE), 1994) is to offer primary education for all
This study aimed to explore Ethiopian middle school physics teachers’ content knowledge (CK) and their implementation of Dialogic teaching (DT)
The 2013/4 Education For All (EFA) Global Monitoring Report showed that the country achieved large increases in its primary enrolment rates between 1999 and 2011, with its Gross Enrolment Ratio (GER) increasing from 50% to 106% and its Net Enrolment Rate (NER) from 37% to 87% (Barbara et al, 2003)
Summary
One of the objectives of the education and training policy of Ethiopia (Ministry of Education (MoE), 1994) is to offer primary education for all. Ethiopia is in good condition in addressing “Education For All (EFA)” and giving attention to Science and Technology. The percentage of children who had never been to school decreased by remarkable rates in Ethiopia (from 67% in 2000 to 28% in 2011) (Barbara et al, 2003). Ethiopia increased its pre-primary Gross Enrolment Ratio (GER) considerably, from 2% in 2000 to almost 22% in 2011. The 2013/4 EFA Global Monitoring Report showed that the country achieved large increases in its primary enrolment rates between 1999 and 2011, with its GER increasing from 50% to 106% and its Net Enrolment Rate (NER) from 37% to 87% (Barbara et al, 2003). Decreeing that all universities should modify their curricula so that 70 percent of student intake is to science and technologybased subjects and 30 percent to the arts and humanities (Rayner & Ashcroft, 2011)
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