From dialogic to argument-based teaching

Rapanta, Chrysi; Cascalheira, Dilar Encarnação dos Santos

http://hdl.handle.net/10362/117956

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Autores

Rapanta, Chrysi

Cascalheira, Dilar Encarnação dos Santos

Resumo(s)

Argument-based teaching, broadly defined as the use of argumentation as part ofthe teacher’s everyday pedagogical toolkit, implies dialogic teaching, meaning a shift in teacher’s attitude from being authoritative to being more open to student’s talk and agency. Nonetheless, the limits between allowing students to talk and enabling them to think argumentatively are still not well-defined. Thisempirical work addresses thatgap through looking at an extended corpus of teacher-mediated whole-classinteractions.