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

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F19%3A00114156" target="_blank" >RIV/00216224:14210/19:00114156 - isvavai.cz</a>

Result on the web

<a href="http://hdl.handle.net/11222.digilib/142244" target="_blank" >http://hdl.handle.net/11222.digilib/142244</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5817/SP2019-4-7" target="_blank" >10.5817/SP2019-4-7</a>

Result language

angličtina

Original language name

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

Original language description

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.

Czech name

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Czech description

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Type

J_SC - Article in a specialist periodical, which is included in the SCOPUS database

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

<a href="/en/project/GA17-03643S" target="_blank" >GA17-03643S: On the Relationship between Characteristics of Classroom Discourse and Student Achievement</a><br>

Continuities

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year

2019

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Studia paedagogica

ISSN

1803-7437

e-ISSN

2336-4521

Volume of the periodical

24

Issue of the periodical within the volume

4

Country of publishing house

CZ - CZECH REPUBLIC

Number of pages

29

Pages from-to

143-171

UT code for WoS article

—

EID of the result in the Scopus database

2-s2.0-85082941104