Dialogic teaching as a pedagogical strategy: enhancing communication competence in grade 9 technology classrooms

Résumé

This study sought to investigate how conversation in teaching and learning improves communication competence among Grade 9 learners, specifically in Technology sessions. A qualitative research design was utilised, informed by social constructivist theory. Six Technology educators were intentionally selected from three public secondary schools in the Tshwane South District. Data were gathered via semi-structured interviews and classroom observations, subsequently transcribed, categorised, and analysed thematically. The research indicated that students participated more vigorously in classroom discussions when their input was regarded as significant. Notwithstanding obstacles including overcrowded classrooms and elevated noise levels, educators' implementation of dialogue and questioning techniques fostered reflection, elucidated comprehension, and enhanced communicative proficiency. Students also encountered heightened satisfaction and engagement as their conceptual comprehension intensified. Educators must prioritise discussion in lesson preparation and provide activities that promote significant learner interactions. Moreover, fostering a supportive and secure classroom atmosphere is essential to promote students' confidence in engaging in conversations. This study enhances the comprehension of dialogue's practical application in Technology education, emphasising its significance in cultivating learners' communication skills and providing insights for educators aiming to improve interactive and reflective learning methodologies.

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