The Role of the Teacher in Supporting Students’ Epistemic
Thinking in Dialogic Argumentation. A Case Study

J 2019

The Role of the Teacher in Supporting Students’ Epistemic Thinking in Dialogic Argumentation. A Case Study

ŠVAŘÍČEK, Roman

Basic information

Original name

The Role of the Teacher in Supporting Students’ Epistemic Thinking in Dialogic Argumentation. A Case Study

Authors

ŠVAŘÍČEK, Roman (203 Czech Republic, guarantor, belonging to the institution)

Edition

Studia paedagogica, 2019, 1803-7437

Other information

Language

English

Type of outcome

Článek v odborném periodiku

Field of Study

50301 Education, general; including training, pedagogy, didactics [and education systems]

Country of publisher

Czech Republic

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

Full text

RIV identification code

RIV/00216224:14210/19:00114156

Organization unit

Faculty of Arts

DOI

http://dx.doi.org/10.5817/SP2019-4-7

Keywords in English

epistemic thinking; dialogic argumentation; case study

Abstract

V originále

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.

Links

GA17-03643S, research and development project

Name: Vztah mezi charakteristikami výukové komunikace a vzdělávacími výsledky žáků

Investor: Czech Science Foundation, On the Relationship between Characteristics of Classroom Discourse and Student Achievement

Citovat

ŠVAŘÍČEK, Roman. The Role of the Teacher in Supporting Students’ Epistemic Thinking in Dialogic Argumentation. A Case Study. Studia paedagogica. 2019, vol. 24, No 4, p. 143-171. ISSN 1803-7437. Available from: https://dx.doi.org/10.5817/SP2019-4-7.

@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}. 2019, vol.~24, No~4, p.~143-171. ISSN~1803-7437. Available from: https://dx.doi.org/10.5817/SP2019-4-7.

Detailed Information on Publication Record