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

Základní údaje

Originální název

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

Autoři

ŠVAŘÍČEK, Roman (203 Česká republika, garant, domácí)

Vydání

Studia paedagogica, 2019, 1803-7437

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

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

Stát vydavatele

Česká republika

Utajení

není předmětem státního či obchodního tajemství

Odkazy

Full text

Kód RIV

RIV/00216224:14210/19:00114156

Organizační jednotka

Filozofická fakulta

DOI

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

Klíčová slova anglicky

epistemic thinking; dialogic argumentation; case study

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 29. 4. 2021 10:00, Mgr. Igor Hlaváč

Anotace

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.

Návaznosti

GA17-03643S, projekt VaV

Název: Vztah mezi charakteristikami výukové komunikace a vzdělávacími výsledky žáků

Investor: Grantová agentura ČR, Vztah mezi charakteristikami výukové komunikace a vzdělávacími výsledky žáků

Citovat

ŠVAŘÍČEK, Roman. The Role of the Teacher in Supporting Students’ Epistemic Thinking in Dialogic Argumentation. A Case Study. Studia paedagogica. 2019, roč. 24, č. 4, s. 143-171. ISSN 1803-7437. Dostupné z: 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, roč.~24, č.~4, s.~143-171. ISSN~1803-7437. Dostupné z: https://dx.doi.org/10.5817/SP2019-4-7.

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