Literaturnachweis - Detailanzeige
| Autor/inn/en | Álvarez Valdivia, Ibis M.; Lafuente Martínez, Marc |
|---|---|
| Titel | Improving Preservice Teachers' Scientific Argumentative Writing through Epistemic Practices: A Learning Progression Approach |
| Quelle | In: Journal of Education for Teaching: International Research and Pedagogy, 45 (2019) 2, S.169-185 (17 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Álvarez Valdivia, Ibis M.) ORCID (Lafuente Martínez, Marc) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0260-7476 |
| DOI | 10.1080/02607476.2018.1548172 |
| Schlagwörter | Preservice Teachers; Persuasive Discourse; Elementary School Teachers; Writing (Composition); Foreign Countries; Writing Assignments; Developmental Psychology; Skill Development; Student Attitudes; Spain (Barcelona) |
| Abstract | Improving preservice teachers' argumentative competence is a social and educational imperative. This study focuses on the contribution of a sequence of learning tasks, designed as epistemic practices and following a learning progression approach, to enhancing student teachers' scientific argumentative writing. The participants were 47 preservice primary teachers who enrolled in a Developmental Psychology course, and one lecturer. Preservice teachers progressively acquired the vast majority of aspects involved in scientific argumentative writing. The most important difficulties experienced by the preservice teachers revolved around intertextuality and the creation of theses. Key conclusions on this teacher education experience are presented in the final section of the paper. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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