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In this research, it is aimed to investigate in depth the thoughts and practices of primary teachers regarding the practice of dialogical teaching. This research is designed as a phenomenological. Within the scope of the study, the researcher examined the conditions under which the experiences of dialogic teaching in the learning-teaching process are realised, focusing on the phenomenon of dialogical teaching. Research data are gathered through interviews and observations. 11 primary teachersdoi:10.18844/cjes.v14i1.3554 fatcat:nx3eyv75hrfjrc3upoy4q4f55e