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

Leta, Deresse Terfa; Ayele, Mulugeta Atinafu; Kind, Vanessa

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Deresse Terfa Leta

Mulugeta Atinafu Ayele


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.


Leta, D. T., Ayele, M. A., & Kind, V. (2021). Dialogic Teaching Approach vis-à-vis Middle School Physics Teacher’s Content Knowledge. Eurasia journal of mathematics science and technology education, 17(1),

Journal Article Type Article
Acceptance Date Oct 28, 2020
Online Publication Date Jan 20, 2021
Publication Date 2021
Deposit Date Oct 5, 2021
Publicly Available Date Oct 5, 2021
Journal Eurasia Journal of Mathematics, Science and Technology Education
Print ISSN 1305-8215
Electronic ISSN 1305-8223
Publisher Modestum
Peer Reviewed Peer Reviewed
Volume 17
Issue 1
Public URL


Published Journal Article (507 Kb)

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Copyright Statement
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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