Abstract
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.
Highlights
The belief that students should play an active role in classroom communication has become widely accepted among education scholars in recent decades (Wilkinson, Murphy, & Binici, 2015)
We looked at how teachers work with the students’ individual motivation and personal opinions and how teachers support students’ epistemic thinking in dialogic argumentation
The case study presented here is a new contribution to the discussion of levels of epistemic understanding
Summary
The belief that students should play an active role in classroom communication has become widely accepted among education scholars in recent decades (Wilkinson, Murphy, & Binici, 2015). The view that student participation has a fundamental influence on learning found support in sociocultural theories of learning (Bruner, 1978; Sfard, 2016; Vygotsky, 1970, 1978) This position was developed in several talk-intensive pedagogies: dialogic teaching (Kuhn, Zillmer, Crowell, & Zavala, 2013; Sedova, Svaricek, Sedlacek, & Salamounova, 2016; Wegerif, 2007), collaborative reasoning (Chinn, O‘donnell, & Jinks., 2000; Reznitskaya et al, 2009), research approach (Nassaji & Wells, 2000; Wells & Arauz, 2006); and Paideia Seminars (Billings & Fitzgerald, 2002). There is agreement in the current pedagogical community that student participation has an impact on both student learning and student engagement
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