Exploring Teacher Contributions to Student Argumentation Quality

Joe Oyler

Abstrakt


The purpose of this study was to improve our understanding of how experienced teachers contribute to student argumentation quality during classroom inquiry dialogue. Analysis of discussion transcripts, teacher interviews, and shared review of discussion video identified a set of seven teacher moves used by three experienced teachers in support of student argumentation. Analysis further suggested the moves were enlisted to serve two primary purposes – to clarify the process and the product of the inquiry dialogue.

Klíčová slova


inquiry dialogue; classroom dialogue; teacher moves; argumentation; argumentation quality; philosophy for children

https://doi.org/10.5817/SP2019-4-8

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Časopis Ústavu pedagogických věd FF MU.

Výkonná redakce: Klára Šeďová, Roman Švaříček, Zuzana Šalamounová, Martin Sedláček, Karla Brücknerová, Petr Hlaďo.

Redakční rada: Milan Pol (předseda redakční rady), Gunnar Berg, Michael Bottery, Hana Cervinkova, Theo van Dellen, Eve Eisenschmidt, Peter Gavora, Yin Cheong Cheng, Miloš Kučera, Adam Lefstein, Sami Lehesvuori, Jan Mareš, Jiří Mareš, Jiří Němec, Angelika Paseka, Jana Poláchová Vašťatková, Milada Rabušicová, Alina Reznitskaya, Michael Schratz, Martin Strouhal, Petr Svojanovský, António Teodoro, Tony Townsend, Anita Trnavčevič, Jan Vanhoof, Arnošt Veselý, Kateřina Vlčková, Eliška Walterová.

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ISSN 1803-7437 (print), ISSN 2336-4521 (online)