How University Professors Foster Argumentation in Their Teaching Processes and How Their Students Respond. A Case Study

Autor/inn/en	Benarroch Benarroch, Alicia; Briceño Martinez, John Jairo
Titel	How University Professors Foster Argumentation in Their Teaching Processes and How Their Students Respond. A Case Study
Quelle	In: Teacher Development, 27 (2023) 4, S.506-524 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Benarroch Benarroch, Alicia) ORCID (Briceño Martinez, John Jairo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2023.2223186
Schlagwörter	Teaching Methods; College Faculty; Persuasive Discourse; Classroom Communication; Discourse Analysis; Teacher Student Relationship; Student Participation; Science Instruction; Science Teachers; Faculty Development; Educational Change; Student Centered Learning; Learning Activities; Foreign Countries; Colombia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Persuasion; Persuasive Kommunikation; Klassengespräch; Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Bildungsreform; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lernaktivität; Ausland; Kolumbien
Abstract	To strengthen the professional development of its science university professors with academic assignments in scientific careers, a Colombian higher education institution commissioned the design of a six-month training programme. The aim was to help professors change their teaching practices toward more student-centred models. The purpose of this study was to analyse the extent to which professors, through the design and development of argumentative activities, achieve argumentative participation among their students. The authors developed the cases with three professors, recorded the classroom dialogues and analysed them with the Atlas.ti 7.0 program. Frequencies of student participation and of professors promoting participation were estimated. Argumentative student participation takes time to develop. It is also observed that student participation is largely subordinated to what professors elicit from their students; therefore, there is a lack of student participation -- whether argumentative or nonargumentative -- if the professor cannot promote it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01