Analysis of Dialogic Teaching in the Citizenship Subject for Upper Elementary School

Abstract

This qualitative research aimed to study the use of discussion-based teaching approaches by primary school civics teachers in upper elementary grades under the Pattani Primary Educational Service Area Office 1. The research was designed in three phases: pre-training, during training, and post-training. The research participants consisted of 10 civics/social studies teachers/homeroom teachers in Grades 4-6. The research instruments included a behavior assessment form, structured observation forms, an unstructured observation protocol, a semi-structured interview guide, teachers’ post-lesson reflection forms, follow-up record forms, and focus group discussion records, along with video and audio recordings. Data were analyzed using content analysis. The research findings revealed that prior to the training, most teachers' teaching methods were primarily teacher-led, with students responding in a structured manner. Open-ended questions were used but inconsistently, limiting in-depth discussions and reasoned exchanges among students. While many teachers possessed strengths in appropriate language use, positive reinforcement, and establishing rules for speaking and listening that fostered a safe learning environment, their understanding of dialogic teaching concepts improved progressively during the training. They also showed interest in applying these concepts in their classrooms. Following the training, teachers began adapting their teaching to align with the five principles of dialogic teaching: collective, reciprocal, supportive, cumulative, and purposeful. Positive trends were observed in increasing student participation and providing a voice for their students. However, student interaction and equitable participation remained challenges, particularly due to time constraints, student unfamiliarity, and dependence on the teacher to connect ideas.

Keywords: Dialogic Teaching, Civics Course, Upper Elementary Teachers