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

Chrysi Rapanta; Dilar Encarnação dos Santos  Cascalheira

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

Chrysi Rapanta, Dilar Encarnação dos Santos Cascalheira

Instituto de Filosofia da NOVA (IFILNOVA)

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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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 language	English
Title of host publication	Reason to Dissent
Subtitle of host publication	Proceedings of the 3rd European Conference on Argumentation
Editors	Catarina Dutilh Novaes, Henrike Jansen, Jan Albert van Laar, Bart Verheij
Publisher	College Publications
Pages	689-702
Number of pages	13
Volume	1
ISBN (Print)	978-1848903319
Publication status	Published - 2020
Event	3rd European Conference on Argumentation - London, United Kingdom Duration: 24 Jun 2019 → 27 Jun 2019

Publication series

Name	Studies in logic
Volume	85

Conference

Conference	3rd European Conference on Argumentation
Country/Territory	United Kingdom
City	London
Period	24/06/19 → 27/06/19

Keywords

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

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https://www.collegepublications.co.uk/logic/sla/?00012Licence: Unspecified

Cite this

Rapanta, C., & Cascalheira, D. E. D. S. (2020). From dialogic to argument-based teaching: Introducing pragmatic criteria to analyse whole-class interactions. In C. D. Novaes, H. Jansen, J. A. V. Laar, & B. Verheij (Eds.), Reason to Dissent: Proceedings of the 3rd European Conference on Argumentation (Vol. 1, pp. 689-702). (Studies in logic; Vol. 85). College Publications. https://www.collegepublications.co.uk/logic/sla/?00012

Rapanta, Chrysi ; Cascalheira, Dilar Encarnação dos Santos . / From dialogic to argument-based teaching : Introducing pragmatic criteria to analyse whole-class interactions. Reason to Dissent: Proceedings of the 3rd European Conference on Argumentation. editor / Catarina Dutilh Novaes ; Henrike Jansen ; Jan Albert van Laar ; Bart Verheij. Vol. 1 College Publications, 2020. pp. 689-702 (Studies in logic).

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title = "From dialogic to argument-based teaching: Introducing pragmatic criteria to analyse whole-class interactions",

abstract = "Argument-based teaching, broadly defined as the use of argumentation as part ofthe teacher{\textquoteright}s everyday pedagogical toolkit, implies dialogic teaching, meaning a shift in teacher{\textquoteright}s attitude from being authoritative to being more open to student{\textquoteright}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.",

keywords = "Argument-based teaching, whole-class interaction, Dialogic teaching, Corpus, Classroom discourse",

author = "Chrysi Rapanta and Cascalheira, {Dilar Encarna{\c c}{\~a}o dos Santos}",

note = "info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB%2F00183%2F2020/PT# info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDP%2F00183%2F2020/PT# info:eu-repo/grantAgreement/FCT/DL 57%2F2016/DL 57%2F2016%2FCP1453%2FCT0066/PT# UIDB/00183/2020 UIDP/00183/2020 DL 57/2016/CP1453/CT0066 ; 3rd European Conference on Argumentation ; Conference date: 24-06-2019 Through 27-06-2019",

year = "2020",

language = "English",

isbn = "978-1848903319",

volume = "1",

series = "Studies in logic",

publisher = "College Publications",

pages = "689--702",

editor = "Novaes, {Catarina Dutilh} and Henrike Jansen and Laar, {Jan Albert van} and Bart Verheij",

booktitle = "Reason to Dissent",

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Rapanta, C & Cascalheira, DEDS 2020, From dialogic to argument-based teaching: Introducing pragmatic criteria to analyse whole-class interactions. in CD Novaes, H Jansen, JAV Laar & B Verheij (eds), Reason to Dissent: Proceedings of the 3rd European Conference on Argumentation. vol. 1, Studies in logic, vol. 85, College Publications, pp. 689-702, 3rd European Conference on Argumentation, London, United Kingdom, 24/06/19. <https://www.collegepublications.co.uk/logic/sla/?00012>

From dialogic to argument-based teaching: Introducing pragmatic criteria to analyse whole-class interactions. / Rapanta, Chrysi ; Cascalheira, Dilar Encarnação dos Santos .
Reason to Dissent: Proceedings of the 3rd European Conference on Argumentation. ed. / Catarina Dutilh Novaes; Henrike Jansen; Jan Albert van Laar; Bart Verheij. Vol. 1 College Publications, 2020. p. 689-702 (Studies in logic; Vol. 85).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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AU - Cascalheira, Dilar Encarnação dos Santos

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AB - 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.

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KW - Classroom discourse

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PB - College Publications

Y2 - 24 June 2019 through 27 June 2019

ER -

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

Abstract

Publication series

Conference

Keywords

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