Pre-service teachers' knowledge, beliefs and predispositions to teach argumentation in their disciplines
Garcia-Mila, Mercè (Universitat de Barcelona. Departament de Cognició, Desenvolupament i Psicologia de l'Educació)
Felton, Mark (San José State University)
Miralda-Banda, Andrea (Universitat de Barcelona. Departament de Cognició, Desenvolupament i Psicologia de l'Educació)
Castells Gómez, Núria (Universitat de Barcelona. Departament de Cognició, Desenvolupament i Psicologia de l'Educació)

Date:	2022
Abstract:	Despite growing emphasis on learning to argue and arguing to learn as educational outcomes in the secondary curriculum, a gap remains between these curricular goals and teachers' practices. The present study seeks to understand this gap by surveying 158 pre-service teachers about their knowledge, beliefs and predispositions related to argumentation and learning. Results reveal a strong, unanimous value for argumentation among pre-service teachers, combined with a vague understanding of what it means to learn and teach argumentation within their academic disciplines. In addition, we found a contradiction between pre-service teachers' belief in the importance of learning to argue and their reluctance to use instructional time to teach it. Finally, we did not find differences in pre-service teachers' perceptions across majors. We conclude with recommendations for fostering pedagogical content knowledge in argumentation to pre-service teachers, particularly in content-area methods classes.
Grants:	Agencia Estatal de Investigación RTI2018-097289-B-I00
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Language:	Anglès
Document:	Article ; recerca ; Versió acceptada per publicar
Subject:	Pre-service teacher knowledge and belief ; Argumentation ; Disciplinary thinking ; Teacher education
Published in:	Journal of education for teaching, Vol. 49 Num. 4 (2022) , p. 648-666, ISSN 1360-0540

DOI: 10.1080/02607476.2022.2150536

Postprint 43 p, 478.1 KB

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