Abstract
21st-century teachers are required to embrace new, student-centred pedagogical practices that lead to direct student benefits as critical and democratic citizens. One of these pedagogies is argument-based teaching. This theoretical paper provides an overview of argument-based teaching and its main applications and benefits. A relation with 21st-century teaching is established through the concept of critical literacy, a metaliteracy competence promoted by argument-based teaching and learning. After an overview of national and international initiatives, recommendations for teacher education are provided, considering the complexity of argument pedagogical content knowledge.
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