A PhD Dissertation Submitted to the Department of Science and Mathematics Education
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Date
2020-05
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Addis Ababa University
Abstract
The purpose of this study was to explore the Ethiopian Second Cycle Primary School(SCPS)Physicsteachers’KnowledgeDomains(KD)s(ContentKnowledge(CK), Pedagogical Knowledge (PK) and Pedagogical Content Knowledge (PCK)) and implementation of Dialogic Teaching(DT). A qualitative method, case study design, and purposive and convenient sampling technique were employed. Data were collected using Classroom Observation, Questionnaire, Content Representation (CoRe), lesson plan, and interview from nine, SCPS physics teachers. The implementation of DT compared using comparative analysis, with respect to training on DT and teachers’ KDs. The results have indicated that every teacher has had misconceptions and a lack of procedural knowledge in physics contents, and some teachers’ misconceptions were severe. Teachers’ understanding of pedagogical knowledge was good, but practically in their class and lesson development, it was naive. Most teachers could not transform their CK to compressible knowledge. Teachers ‘knowledge of components of PCK was minimal. None of the teachers fully implement dial logic teaching in their class. However, teachers who have training in DT and a higher level of KDs relatively demonstrated DT better than teachers who have no training and have lower KDs, respectively. The researcher recommended that The medium of instruction should be the mother tongue, or teachers should have at least good knowledge of communicative English, professional developmenttrainingforsecondcycleprimaryschoolteachersandprospectiveteachersshould be well-mentored, supervised, and supported for a long time during teaching prac
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Keywords
Case study, Comparative analysis, Content knowledge, Dialogic teaching, Knowledge domains, pedagogical content Knowledge, Pedagogical knowledge