Pre-Service Teachers' Knowledge, Beliefs and Predispositions to Teach Argumentation in Their Disciplines

Autor/inn/en	Garcia-Mila, Merce; Felton, Mark; Miralda-Banda, Andrea; Castells, Núria
Titel	Pre-Service Teachers' Knowledge, Beliefs and Predispositions to Teach Argumentation in Their Disciplines
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 49 (2023) 4, S.648-666 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Felton, Mark) ORCID (Miralda-Banda, Andrea) ORCID (Castells, Núria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2022.2150536
Schlagwörter	Preservice Teachers; Student Attitudes; Knowledge Level; Beliefs; Persuasive Discourse; Learning Processes; Foreign Countries; Instruction; Spain (Barcelona) + Suchen Sie Ihr Suchwort? Schülerverhalten; Wissensbasis; Belief; Glaube; Persuasion; Persuasive Kommunikation; Learning process; Lernprozess; Ausland; Teaching process; Unterrichtsprozess
Abstract	Despite growing emphasis on learning to argue and arguing to learn as educational outcomes in the secondary curriculum, a gap remains between these curricular goals and teachers' practices. The present study seeks to understand this gap by surveying 158 pre-service teachers about their knowledge, beliefs and predispositions related to argumentation and learning. Results reveal a strong, unanimous value for argumentation among pre-service teachers, combined with a vague understanding of what it means to learn and teach argumentation within their academic disciplines. In addition, we found a contradiction between pre-service teachers' belief in the importance of learning to argue and their reluctance to use instructional time to teach it. Finally, we did not find differences in pre-service teachers' perceptions across majors. We conclude with recommendations for fostering pedagogical content knowledge in argumentation to pre-service teachers, particularly in content-area methods classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01