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Pre-service teachers' knowledge, beliefs and predispositions to teach argumentation in their disciplines
Ist Teil von
Journal of education for teaching : JET, 2023-08, Vol.49 (4), p.648-666
Ort / Verlag
Abingdon: Routledge
Erscheinungsjahr
2023
Link zum Volltext
Quelle
PAIS Index
Beschreibungen/Notizen
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.