Exploring teachers’ perceptions towards dialogic teaching in primary science classrooms in Saudi Arabia

Abstract

This purpose of this study was to investigate teachers’ perceptions of the implementation of the dialogic teaching approach in primary science classrooms in Saudi Arabia. Semi-structured interviews were conducted with 12 primary school science teachers to collect the qualitative data. The interviews were video recorded, and the collected data were analyzed using NVivo software. The majority of primary science teachers demonstrated positive attitudes towards the use of dialogic teaching in science lessons, citing a number of associated advantages of dialogic teaching such as supporting students' learning, attracting students' attention, creating a positive learning environment, developing students' characteristics and developing a culture of dialogue in the classroom. However, despite employing a number of dialogue activities including teacher-student dialogue, student-student dialogue, question and answer, group discussion, and teacher-led class discussion, the results indicated that the teachers tended to control the use of dialogue, due to the challenges they encounter in their teaching practice. This paper discusses the implications of six main challenges identified as hindering dialogic teaching, related to: teachers; students; schools; class sizes; the science curriculum; and lack of time. Accordingly, a number of suggestions were concluded that could address the challenges and improve the quality of the implementation of the dialogic teaching approach in Saudi schools.