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

Autor/inn/en	Leta, Deresse Terfa; Ayele, Mulugeta Atinafu; Kind, Vanessa
Titel	Dialogic Teaching Approach vis-à-vis Middle School Physics Teacher's Content Knowledge
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 17 (2021) 1, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Dialogs (Language); Classroom Communication; Teaching Methods; Middle School Teachers; Grade 7; Grade 8; Science Teachers; Physics; Scientific Concepts; Misconceptions; Pedagogical Content Knowledge; Teacher Education; Foreign Countries; Ethiopia + Suchen Sie Ihr Suchwort? Dialog; Dialogs; Dialogue; Dialogues; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Science; Science teacher; Wissenschaft; Physik; Missverständnis; Pädagogische Kompetenz; Lehrerausbildung; Lehrerbildung; Ausland; Äthiopien
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. (As Provided).
Anmerkungen	Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01