Joe Oyler

Exploring Teacher Contributions to Student Argumentation Quality

Číslo: 4/2019
Periodikum: Studia Paedagogica
DOI: 10.5817/SP2019-4-8

Klíčová slova: inquiry dialogue; classroom dialogue; teacher moves; argumentation; argumentation quality; philosophy for children

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Anotace: The purpose of this study was to improve our understanding of how experienced teachers contribute to student argumentation quality during classroom inquiry dialogue. Analysis of discussion transcripts, teacher interviews, and shared review of discussion video identified a set of seven teacher moves used by three experienced teachers in support of student argumentation. Analysis further suggested the moves were enlisted to serve two primary purposes – to clarify the process and the product of the inquiry dialogue.