Teachers' Knowledge in Argumentation: Contributions from an Explicit Teaching in an Initial Teacher Education Programme

Autor/inn/en	de Sá Ibraim, Stefannie; Justi, Rosária
Titel	Teachers' Knowledge in Argumentation: Contributions from an Explicit Teaching in an Initial Teacher Education Programme
Quelle	In: International Journal of Science Education, 38 (2016) 12, S.1996-2025 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1221546
Schlagwörter	Teacher Education Programs; Persuasive Discourse; Foreign Countries; Science Instruction; Preservice Teachers; Inservice Teacher Education; Science Education; Instructional Materials; Teaching Methods; Pedagogical Content Knowledge; Educational Strategies; Chemistry; Case Studies; Teacher Educators; Observation; Brazil + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerfortbildung; Naturwissenschaftliche Bildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Lehrstrategie; Chemie; Case study; Fallstudie; Case Study; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Beobachtung; Brasilien
Abstract	Many researchers have highlighted the important role of teachers in creating and managing argumentative, as well as the need for teachers, during their training, to have opportunities to develop knowledge about arguments, enabling them to work from the perspective of argumentation. This study investigates to what extent a context of explicit teaching of argumentation contributed to developing this knowledge. The data sources include video records of explicit teaching of argumentation, collection of materials produced and used by pre-service teachers, and field notes. Analysis of the data indicates that the explicit teaching of argumentation influenced the conceptual learning of pre-service teachers concerning the elements interwoven into argumentative practice, especially evidence and justifications, and the development of pedagogical aspects in the context of argument. Although the pre-service teachers had expressed some teaching knowledge of argumentation in classroom discussion situations, the use of this approach in teaching situations still appears to be challenging for these teachers. The findings of this study highlight contributions to the area of teacher education in argumentation in terms of knowledge that is essential to plan and conduct argumentation-based teaching, and also to the structure of the initial teacher training programmes directed at teaching in argumentation. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01