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n Journal of Educational Studies - Getting it from the horse's mouth : a case of dialogic teaching in high school

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Abstract

Although dialogic teaching improves teaching and learning of science, it is seldom used in schools. This study investigated educators' understanding and use of dialogic teaching, as well as factors that hindered Grade eight science educators from using dialogic teaching. A phenomenological research design was used to solicit lived educators' experiences. Six educators were purposively selected because they all taught science in Grade eight. Personal interviews and document analysis were used to collect data which were analysed thematically. Results show that educators' had partial understanding of dialogic teaching though their views differed from one educator to another. Only one (16.7%) educator used dialogic teaching and five (83.7%) did not. Reasons for not using dialogic teaching were: inadequate knowledge and skills amongst educators, overcrowded classrooms and low motivation amongst learners. Analysis of educators' portfolios shows that activities given to learners did not encourage dialogic teaching. The study recommends in-service workshops, for educators, on how to use dialogic teaching in the science classroom in order to improve learners' performance.

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/content/jeds/13/2/EJC178343
2014-01-01
2016-12-02
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