Dialogic Teaching Enhanced by SAMR model for Developing Prospective Teachers' Reflective Teaching Skills

Abstract

This study investigated the effects of dialogic teaching enhanced by SAMR model on developing prospective teachers' reflective teaching skills. The experimental design was used where two groups of fourth-year, English section, Faculty of Education, University of Sadat City prospective teachers (PTs) were assigned as a control group and an experimental one (30 participants each). The study instruments were a Reflective Teaching Questionnaire (RTQ) and an observation checklist. The RTQ was administered to all participants of the study both before and after the experimental treatment and the observation checklist was applied to three participants of the experimental group before, during and after the treatment. For eight weeks, participants of the control group received regular instruction while those of the experimental group were taught using dialogic teaching enhanced by SAMR model. The findings of the current study revealed that PTs' reflective teaching skills at their four levels (pre, surface, pedagogical, and critical) were developed and dialogic teaching that was enhanced by SAMR model have proved to have significant and positive effects on developing PTs' reflective teaching skills.