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.
Highlights
Dialogic teaching has been suggested as an innovative pedagogical approach after a comparative study of primary educations in five countries: England, France, India, Russia and United States (Alexander, 2001)
Studies conducted in the field of classroom dialogue and dialogic teaching focused mainly on examining classroom discourse (Mortimer & Scott, 2003; Muhonen et al, 2017), factors related to classroom dialogue (McNeil et al, 2016), developing strategies to evaluate dialogic practices in classroom (Howe, 2017; Mercer & Howe, 2012), developing strategies to promote effective classroom dialogue (Gillies, 2017; Osborne, Erduran, & Simon, 2004) and exploring benefits of classroom dialogue for students’ learning (Aufschnaiter et al, 2007; Garcia & Anderson, 2007; Osborne, 2012; Rojas-Drummond et al, 2017; Wilkinson et al, 2017)
The study showed that these aspects of teacher-student interaction contradict the principles that dialogic teaching encourages classroom communication that help students to share ideas and construct collective meanings (Lyle, 2008) and that dialogic teaching provides the students with the opportunity to be engaged in analysing and evaluating of other’s point of views (Alexander, 2006)
Summary
Dialogic teaching has been suggested as an innovative pedagogical approach after a comparative study of primary educations in five countries: England, France, India, Russia and United States (Alexander, 2001). This comparative analysis produced the framework of dialogic teaching based on the principles of collective participation, reciprocal sharing of ideas, creating a supportive learning environment, and cumulative building of knowledge and understanding, and purposeful learning (Alexander, 2006). It was suggested that building a classroom environment that supports dialogical teaching is necessary for the successful implementation of dialogic teaching (Boyed & Markarian, 2015; Lyle, 2008)
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