The Role of the Teacher in Supporting Students’ Epistemic Thinking in Dialogic Argumentation. A Case Study
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,...
Paper Details
Title
The Role of the Teacher in Supporting Students’ Epistemic Thinking in Dialogic Argumentation. A Case Study
Published Date
Dec 31, 2019
Journal
Volume
24
Issue
4
Pages
143 - 171
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Notes
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