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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

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

Projekt

<a href="/cs/project/GA17-03643S" target="_blank" >GA17-03643S: Vztah mezi charakteristikami výukové komunikace a vzdělávacími výsledky žáků</a><br>

Návaznosti

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

Rok uplatnění

2019

Kód důvěrnosti údajů

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

Název periodika

Studia paedagogica

ISSN

1803-7437

e-ISSN

2336-4521

Svazek periodika

24

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

29

Strana od-do

143-171

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85082941104