Supportiveness of Existing Classroom Culture to the Implementation of Dialogic Teaching: Analysis of Teacher-Student Interaction in Physics Teaching and Learning

Autor/inn/en	Worku, Hassen; Alemu, Mekbib
Titel	Supportiveness of Existing Classroom Culture to the Implementation of Dialogic Teaching: Analysis of Teacher-Student Interaction in Physics Teaching and Learning
Quelle	In: Pedagogical Research, 6 (2021) 3, (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2468-4929
Schlagwörter	Classroom Communication; Dialogs (Language); Teacher Student Relationship; Interaction; Science Teachers; Science Instruction; Physics; Feedback (Response); Formative Evaluation; Questioning Techniques; Adolescents; Grade 7; Grade 8; Concept Formation; Foreign Countries; Ethiopia + Suchen Sie Ihr Suchwort? Klassengespräch; Dialog; Dialogs; Dialogue; Dialogues; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Befragungstechnik; Fragetechnik; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Concept learning; Begriffsbildung; Ausland; Äthiopien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01