Exploring teachers’ perceptions towards dialogic teaching in primary science classrooms in Saudi Arabia

This purpose of this study was to investigate teachers’ perceptions the implementation dialogic teaching approach in primary science classrooms Saudi Arabia. Semi-structured interviews were conducted with 12 school teachers collect qualitative data. The video recorded, and collected data analyzed using NVivo software. majority demonstrated positive attitudes towards use lessons, citing a number associated advantages such as supporting students' learning, attracting attention, creating learning environment, developing characteristics culture dialogue classroom. However, despite employing activities including teacher-student dialogue, student-student question answer, group discussion, teacher-led class results indicated that tended control due challenges they encounter their practice. paper discusses implications six main identified hindering teaching, related to: teachers; students; schools; sizes; curriculum; lack time. Accordingly, suggestions concluded could address improve quality schools.