From dialogic to argument-based teaching: Introducing pragmatic criteria to analyse whole-class interactions

Chrysi Rapanta, Dilar Cascalheira

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Abstract

Argument-based teaching, broadly defined as the use of argumentation as part ofthe teacher’s everyday pedagogical toolkit, implies dialogic teaching, meaning a shift in teacher’s attitude from being authoritative to being more open to student’s talk and agency. Nonetheless, the limits between allowing students to talk and enabling them to think argumentatively are still not well-defined. Thisempirical work addresses thatgap through looking at an extended corpus of teacher-mediated whole-classinteractions.
Original languageEnglish
Title of host publicationReason to Dissent
Subtitle of host publicationProceedings of the 3rd European Conference on Argumentation
EditorsCatarina Dutilh Novaes, Henrike Jansen, Jan Albert van Laar, Bart Verheij
PublisherCollege Publications
Pages689-702
Number of pages13
Volume1
ISBN (Print)978-1848903319
Publication statusPublished - 2020
Event3rd European Conference on Argumentation - London, United Kingdom
Duration: 24 Jun 201927 Jun 2019

Publication series

NameStudies in logic
Volume85

Conference

Conference3rd European Conference on Argumentation
CountryUnited Kingdom
CityLondon
Period24/06/1927/06/19

Keywords

  • Argument-based teaching
  • whole-class interaction
  • Dialogic teaching
  • Corpus
  • Classroom discourse

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