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@article{1658777,
author = {Švaříček, Roman},
article_number = {4},
doi = {http://dx.doi.org/10.5817/SP2019-4-7},
keywords = {epistemic thinking; dialogic argumentation; case study},
language = {eng},
issn = {1803-7437},
journal = {Studia paedagogica},
title = {The Role of the Teacher in Supporting Students’ Epistemic Thinking in Dialogic Argumentation. A Case Study},
url = {http://hdl.handle.net/11222.digilib/142244},
volume = {24},
year = {2019}
}
TY - JOUR
ID - 1658777
AU - Švaříček, Roman
PY - 2019
TI - The Role of the Teacher in Supporting Students’ Epistemic Thinking in Dialogic Argumentation. A Case Study
JF - Studia paedagogica
VL - 24
IS - 4
SP - 143-171
EP - 143-171
SN - 18037437
KW - epistemic thinking
KW - dialogic argumentation
KW - case study
UR - http://hdl.handle.net/11222.digilib/142244
N2 - The purpose of this qualitative research paper was to explore the role of a teacher in supporting students’ epistemic understanding and argumentation. The main subject of our research was expert teacher Daniela, who had been teaching Czech language arts for twelve years and undertook a developmental program on dialogic teaching three years prior to this study. Data were gathered through structured observations, six video recordings of teaching, and several interviews with the teacher and students. The findings showed that the teacher tried to depersonalise students’ arguments and sought to make the argument jointly owned by everybody in the classroom so that it was possible to discuss the nature of the argument and not the student’s personal opinion. The findings reveal that the depersonalisation is a unique procedure that could increase students’ participation in dialogic argumentation while preserving their personal opinions.
ER -
ŠVAŘÍČEK, Roman. The Role of the Teacher in Supporting Students’ Epistemic Thinking in Dialogic Argumentation. A Case Study. \textit{Studia paedagogica}. roč.~24, č.~4, s.~143-171. ISSN~1803-7437. doi:10.5817/SP2019-4-7. 2019.
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