Font Size:     

The present study was conducted to explore the experiences of university teachers and students about using discussion as a teaching method. A phenomenological approach was used in this study. Two types of instruments were used to collect information: Interviews and focus group discussions (FGD). Two FGDs of the Bachelors (4-years) students of Institute of Education were conducted in the two public universities. Sample for the interview was five university teachers. The sample of the teachers was drawn purposively in the sense that those university teachers were taken who were using discussion as a teaching method in their classes. Narrative analysis was used to analyze the FGDs and interviews. The findings revealed through FGD show that the students differ in their perception regarding what is discussion, yet they agree that it is a useful method of teaching. The teachers reported that they use classroom discussion to teach their students. Some of the teachers think that specific skills like time management, organizing thoughts and involving students in classroom discussions are required for conducting classroom discussions and it needs to be a planned activity. Therefore, it is recommended to train teachers in ways to conduct discussions in the classroom context to promote students’ learning. Romana Imran is currently working as a Lecturer in Education in Lahore College for Women University, Jail Road, Lahore, Pakistan. Her areas of interest includes Educational Psychology and Assess.ment Dr. Muhammad Saeed is working as Associate Professor and Chairman at the Department of Educational Research, Institute of Education and Research, University of the Punjab, Lahore, Pakistan. He has widely published research in the field of science curriculum, teacher education, and educational assessment.