Teachers' knowledge in argumentation: contributions from an explicit teaching in an initial teacher education programme

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dc.creatorStefannie de Sá Ibraim
dc.creatorRosária da Silva Justi
dc.date.accessioned2023-11-07T13:45:10Z
dc.date.accessioned2025-09-09T01:34:26Z
dc.date.available2023-11-07T13:45:10Z
dc.date.issued2016
dc.description.sponsorshipCNPq - Conselho Nacional de Desenvolvimento Científico e Tecnológico
dc.identifier.doihttps://doi.org/10.1080/09500693.2016.1221546
dc.identifier.issn1464-5289
dc.identifier.urihttps://hdl.handle.net/1843/60560
dc.languageeng
dc.publisherUniversidade Federal de Minas Gerais
dc.relation.ispartofInternational Journal of Science Education
dc.rightsAcesso Restrito
dc.subjectQuímica - Formação de professores
dc.subjectDidática
dc.subjectDiscussões e debates
dc.subjectCiência - Estudo e ensino
dc.subject.otherTeachers knowledge
dc.subject.otherArgumentation
dc.subject.otherTeachers education
dc.titleTeachers' knowledge in argumentation: contributions from an explicit teaching in an initial teacher education programme
dc.typeArtigo de periódico
local.citation.epage2025
local.citation.issue12
local.citation.spage1996
local.citation.volume38
local.description.resumoMany researchers have highlighted the important role of teachers in creating and managing argumentative, as well as the need for teachers, during their training, to have opportunities to develop knowledge about arguments, enabling them to work from the perspective of argumentation. This study investigates to what extent a context of explicit teaching of argumentation contributed to developing this knowledge. The data sources include video records of explicit teaching of argumentation, collection of materials produced and used by pre-service teachers, and field notes. Analysis of the data indicates that the explicit teaching of argumentation influenced the conceptual learning of pre-service teachers concerning the elements interwoven into argumentative practice, especially evidence and justifications, and the development of pedagogical aspects in the context of argument. Although the pre-service teachers had expressed some teaching knowledge of argumentation in classroom discussion situations, the use of this approach in teaching situations still appears to be challenging for these teachers. The findings of this study highlight contributions to the area of teacher education in argumentation in terms of knowledge that is essential to plan and conduct argumentation-based teaching, and also to the structure of the initial teacher training programmes directed at teaching in argumentation.
local.identifier.orcidhttp://orcid.org/0000-0001-5724-993X
local.identifier.orcidhttp://orcid.org/0000-0001-6535-5046
local.publisher.countryBrasil
local.publisher.departmentFAE - FACULDADE DE EDUCAÇÃO
local.publisher.departmentICX - DEPARTAMENTO DE QUÍMICA
local.publisher.initialsUFMG
local.url.externahttps://www.tandfonline.com/doi/full/10.1080/09500693.2016.1221546

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