Pre-service teachers' knowledge, beliefs and predispositions to teach argumentation in their disciplines

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 knowledg...

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Autores: Garcia-Mila, Mercè|||0000-0001-7628-7552, Felton, Mark|||0000-0002-6302-2448, Miralda-Banda, Andrea|||0000-0002-2733-118X, Castells Gómez, Núria|||0000-0002-4784-9672
Tipo de recurso: artículo
Fecha de publicación:2022
País:España
Institución:Universitat Autònoma de Barcelona
Repositorio:Dipòsit Digital de Documents de la UAB
Idioma:inglés
OAI Identifier:oai:ddd.uab.cat:306912
Acceso en línea:https://ddd.uab.cat/record/306912
https://dx.doi.org/urn:doi:10.1080/02607476.2022.2150536
Access Level:acceso abierto
Palabra clave:Pre-service teacher knowledge and belief
Argumentation
Disciplinary thinking
Teacher education
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spelling Pre-service teachers' knowledge, beliefs and predispositions to teach argumentation in their disciplinesGarcia-Mila, Mercè|||0000-0001-7628-7552Felton, Mark|||0000-0002-6302-2448Miralda-Banda, Andrea|||0000-0002-2733-118XCastells Gómez, Núria|||0000-0002-4784-9672Pre-service teacher knowledge and beliefArgumentationDisciplinary thinkingTeacher educationDespite 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. 22022-01-0120222022-01-01Articlehttp://purl.org/coar/resource_type/c_6501AMhttp://purl.org/coar/version/c_ab4af688f83e57aainfo:eu-repo/semantics/articleapplication/pdfhttps://ddd.uab.cat/record/306912https://dx.doi.org/urn:doi:10.1080/02607476.2022.2150536reponame:Dipòsit Digital de Documents de la UABinstname:Universitat Autònoma de BarcelonaInglésengAgencia Estatal de Investigación https://doi.org/10.13039/501100011033 RTI2018-097289-B-I00open accesshttp://purl.org/coar/access_right/c_abf2Aquest material està protegit per drets d'autor i/o drets afins. Podeu utilitzar aquest material en funció del que permet la legislació de drets d'autor i drets afins d'aplicació al vostre cas. Per a d'altres usos heu d'obtenir permís del(s) titular(s) de drets.https://rightsstatements.org/vocab/InC/1.0/info:eu-repo/semantics/openAccessoai:ddd.uab.cat:3069122026-06-06T12:50:31Z
dc.title.none.fl_str_mv Pre-service teachers' knowledge, beliefs and predispositions to teach argumentation in their disciplines
title Pre-service teachers' knowledge, beliefs and predispositions to teach argumentation in their disciplines
spellingShingle Pre-service teachers' knowledge, beliefs and predispositions to teach argumentation in their disciplines
Garcia-Mila, Mercè|||0000-0001-7628-7552
Pre-service teacher knowledge and belief
Argumentation
Disciplinary thinking
Teacher education
title_short Pre-service teachers' knowledge, beliefs and predispositions to teach argumentation in their disciplines
title_full Pre-service teachers' knowledge, beliefs and predispositions to teach argumentation in their disciplines
title_fullStr Pre-service teachers' knowledge, beliefs and predispositions to teach argumentation in their disciplines
title_full_unstemmed Pre-service teachers' knowledge, beliefs and predispositions to teach argumentation in their disciplines
title_sort Pre-service teachers' knowledge, beliefs and predispositions to teach argumentation in their disciplines
dc.creator.none.fl_str_mv Garcia-Mila, Mercè|||0000-0001-7628-7552
Felton, Mark|||0000-0002-6302-2448
Miralda-Banda, Andrea|||0000-0002-2733-118X
Castells Gómez, Núria|||0000-0002-4784-9672
author Garcia-Mila, Mercè|||0000-0001-7628-7552
author_facet Garcia-Mila, Mercè|||0000-0001-7628-7552
Felton, Mark|||0000-0002-6302-2448
Miralda-Banda, Andrea|||0000-0002-2733-118X
Castells Gómez, Núria|||0000-0002-4784-9672
author_role author
author2 Felton, Mark|||0000-0002-6302-2448
Miralda-Banda, Andrea|||0000-0002-2733-118X
Castells Gómez, Núria|||0000-0002-4784-9672
author2_role author
author
author
dc.subject.none.fl_str_mv Pre-service teacher knowledge and belief
Argumentation
Disciplinary thinking
Teacher education
topic Pre-service teacher knowledge and belief
Argumentation
Disciplinary thinking
Teacher education
description 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.
publishDate 2022
dc.date.none.fl_str_mv 2
2022-01-01
2022
2022-01-01
dc.type.none.fl_str_mv Article
http://purl.org/coar/resource_type/c_6501
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http://purl.org/coar/version/c_ab4af688f83e57aa
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https://dx.doi.org/urn:doi:10.1080/02607476.2022.2150536
url https://ddd.uab.cat/record/306912
https://dx.doi.org/urn:doi:10.1080/02607476.2022.2150536
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
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dc.relation.none.fl_str_mv Agencia Estatal de Investigación https://doi.org/10.13039/501100011033 RTI2018-097289-B-I00
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://rightsstatements.org/vocab/InC/1.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
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http://purl.org/coar/access_right/c_abf2
https://rightsstatements.org/vocab/InC/1.0/
eu_rights_str_mv openAccess
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dc.source.none.fl_str_mv reponame:Dipòsit Digital de Documents de la UAB
instname:Universitat Autònoma de Barcelona
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