Dialogic Approach in AfghanTeacher Training Colleges: English Language Teachers’ Views and Use of dialogic approach
Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
The purpose of this study is to explore how Afghan Teacher Training Colleges (TTCs) teachers perceive and use dialogic approach in their teaching and the influence on the seminars that has been conducted by the Ministry of Education. Dialogic approach is known to be beneficial for students learning and over the last years there have been efforts to change the traditional Afghan educational system to a student centred approach based on dialogue. In a dialogic approach teachers encourage students to exemplify, predict, interpret, revise, explain and freely express informal reasoning on an issue. As well, dialogic approaches motivate teacher and students to work together and construct knowledge in a friendly environment. The study was conducted in 15 different provinces of Afghanistan. Two kinds of data collection tools were used, structured observation and teachers’ questionnaires, to investigate the teachers, views and use of dialogic approach in classroom. 70 teachers responded to the questionnaire and 16 teachers were observed during teaching. The teachers had varying degree of seminar participation. The result of the questionnaires showed that most of the teachers had good perception about the importance of dialogic approach in the teaching and learning process. Most of the teachers believed that dialogic approach actively involve students in activity to express their own thinking and reasoning independently. They favoured the idea that dialogic approach brings together all participants for investigating issues together. Teachers found different issues as obstacles to the implementation of dialogic approach, e.g. limitation of time, different contradictory culture and disagreement among ethnic groups. Although there were contradictions among the different teachers groups views and use of dialogic approach related to seminar participation. However, in comparison with the group of teachers with no participating it showed that seminar has influenced to some degree. Most teachers claimed in questionnaires that they did use dialogic approach in a high level in their real teaching practice. Nevertheless, according to the result of the observations, they did not at all in their practice. To conclude, TTCs English language teachers were good theoretically and were weak in practical use of dialogic approach. To know why they rarely use this approach, there might be several reasons, some of them are mentioned above.
Place, publisher, year, edition, pages
IdentifiersURN: urn:nbn:se:kau:diva-32338OAI: oai:DiVA.org:kau-32338DiVA: diva2:722525
Subject / course
Master of Education and Didactics (60/120 credits)