Dialogic Teaching to Improve Students' Learning: A Discussion with Reference to Teacher Education in KSA
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| Title: | Dialogic Teaching to Improve Students' Learning: A Discussion with Reference to Teacher Education in KSA |
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| Language: | English |
| Authors: | Zayed, Jihan |
| Source: | Online Submission. 2016. |
| Peer Reviewed: | N |
| Page Count: | 14 |
| Publication Date: | 2016 |
| Document Type: | Speeches/Meeting Papers Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education |
| Descriptors: | Teaching Methods, Educational Theories, Teacher Student Relationship, Reader Text Relationship, Aptitude Treatment Interaction, Discussion (Teaching Technique), Questionnaires, Student Surveys, Student Satisfaction, Professional Development, Educational Practices, Islamic Culture, Student Improvement, Student Reaction, Experimental Teaching, Qualitative Research, College Second Language Programs, Preservice Teachers, Preservice Teacher Education, Foreign Countries |
| Geographic Terms: | Saudi Arabia |
| Abstract: | Adopting a qualitative design, the present study aimed to highlight Mikhail Bakhtin's theory of dialogism in relation to the objectives of teacher education in KSA. To bring this theory to teacher education, the study considered the ways in which students, texts and the instructor interact--enter into dialogue--in order to generate meaning and understanding. The aim of the dialogue was to explore new interpretations of the texts. At the end of the experiment, a questionnaire was administered to 20 students--enrolled at the English department, Humanities and Administration College, Qassim Private Colleges, KSA. Students stated that dialogic learning was very problematic at the very beginning; nevertheless, they eventually realized it vital for their professional development as well as their development as learners. |
| Abstractor: | As Provided |
| Number of References: | 23 |
| Entry Date: | 2018 |
| Accession Number: | ED583668 |
| Database: | ERIC |
| Abstract: | Adopting a qualitative design, the present study aimed to highlight Mikhail Bakhtin's theory of dialogism in relation to the objectives of teacher education in KSA. To bring this theory to teacher education, the study considered the ways in which students, texts and the instructor interact--enter into dialogue--in order to generate meaning and understanding. The aim of the dialogue was to explore new interpretations of the texts. At the end of the experiment, a questionnaire was administered to 20 students--enrolled at the English department, Humanities and Administration College, Qassim Private Colleges, KSA. Students stated that dialogic learning was very problematic at the very beginning; nevertheless, they eventually realized it vital for their professional development as well as their development as learners. |
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