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

This case study presents the analysis of teacher-student interaction in physics classrooms. The participants were three teachers and 131 students from upper primary schools (Grades 7 8) Ethiopia. Data for collected through observation eight video recorded lessons. videos indicated existing classrooms characterized by transferring factual knowledge; Initiation-Response-Evaluation (IRE) Initiation-Discussion-Computation-Response-Evaluation (IDCRE) types pattern; interactive/authoritative type communication, evaluative feedback use low-level oral questions. Authoritative classroom questions, feedback; inappropriate intervention support aspects that seemed to influence implementation dialogic teaching as such practices contradict principles teaching.