Argumentace ve výuce : Případová studie role učitele v utváření epistemického klimatu při diskusi bohaté na argumenty

Title in English Argumentation in education : A case study of the role of a teacher in shaping an epistemic climate in an argument-rich discussion
Authors

ŠVAŘÍČEK Roman

Type Appeared in Conference without Proceedings
MU Faculty or unit

Faculty of Arts

Citation
Description The aim of our research is to describe the ways in which an experienced teacher conducts an argument-rich discussion and what rules the discussion sets. We narrow the research question to what role the teacher plays in shaping the epistemic climate in an argument-rich discussion. Gradually we want to show how the teacher intervenes in the discussion, encourages pupils to argue and leads pupils to understand the epistemic level of knowledge. When examining the epistemic climate, we focus primarily on two of its components, the epistemic beliefs of the teacher and the pedagogical practices of the teacher. Epistemic beliefs are socially constructed through an epistemic climate. Therefore, it is logical to examine how the teacher managing the classroom discourse is creating the epistemic climate beliefs and thus creating an epistemic climate intentionally or unintentionally. We methodologically use case studies of an experienced teacher who completed a teacher development program focused on the development of dialogical teaching, whose pupils produce (in our sample (n = 639) an above-average number of quality arguments per hour).
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