The Role of the Teacher in Supporting Students’ Epistemic Thinking in Dialogic Argumentation. A Case Study

Q3 Social Sciences

Studia Paedagogica Pub Date : 2019-12-31 DOI:10.5817/sp2019-4-7

Roman Švaříček

引用次数: 3

Abstract

The purpose of this qualitative research paper was to explore the role of a teacher in supporting students' epistemic understanding and argumentation. The main subject of our research was expert teacher Daniela, who had been teaching Czech language arts for twelve years and undertook a developmental program on dialogic teaching three years prior to this study. Data were gathered through structured observations, six video recordings of teaching, and several interviews with the teacher and students. The findings showed that the teacher tried to depersonalise students' arguments and sought to make the argument jointly owned by everybody in the classroom so that it was possible to discuss the nature of the argument and not the student's personal opinion. The findings reveal that the depersonalisation is a unique procedure that could increase students' participation in dialogic argumentation while preserving their personal opinions.

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教师在对话论证中支持学生认知思维的作用。案例研究

这篇定性研究论文的目的是探索教师在支持学生的认识理解和论证中的作用。我们研究的主要对象是专家教师Daniela，她已经教授捷克语艺术12年了，并在本研究的三年前进行了对话教学的发展计划。数据是通过结构化观察、六段教学录像以及对教师和学生的几次采访收集的。调查结果显示，老师试图将学生的论点人格化，并试图让课堂上的每个人都共同拥有这个论点，这样就可以讨论论点的性质，而不是学生的个人意见。研究结果表明，去人格化是一种独特的过程，可以增加学生对对话论证的参与，同时保留他们的个人观点。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studia Paedagogica Social Sciences-Education

CiteScore

1.00

自引率

0.00%

发文量

审稿时长

12 weeks

期刊介绍： Studia Paedagogica publishes original papers on education, upbringing and learning from all spheres of social life. The papers are theoretical, but mainly empirical as the journal publishes research undertaken in the Czech Republic and abroad. The journal publishes only original research papers and is open to both experienced and early researchers. Early researchers can publish their papers in the section Emerging Researchers of the journal and are offered intensive editorial support. The journal is interdisciplinary - it covers current topics in educational research while at the same time providing scope for studies grounded in other social sciences. The journal publishes four issues per year, two issues are dedicated to general interest articles and are in Czech, two issues are on a single topic and are in English. Studia Paedagogica is a peer reviewed journal published by the Masaryk University. The executive editors are members of the staff of the Department of Educational Sciences and the editorial board comprises of international experts. The name of the journal is derived from the name of its predecessor, Studia minora facultatis philosophicae universitatis brunensis (Sborník prací filozofické fakulty brněnské univerzity), which was issued from 1996 to 2008. However, the tradition of the journal dates much further back as the pedagogical-psychological series of the journal was published even between 1966 to 1995.