Improving preservice teachers’ scientific argumentative writing through epistemic practices: a learning progression approach

Ibis M. Álvarez Valdivia, Marc Lafuente Martínez

Research output: Contribution to journalArticleResearch

Abstract

© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. Improving preservice teachers’ argumentative competence is a social and educational imperative. This study focuses on the contribution of a sequence of learning tasks, designed as epistemic practices and following a learning progression approach, to enhancing student teachers’ scientific argumentative writing. The participants were 47 preservice primary teachers who enrolled in a Developmental Psychology course, and one lecturer. Preservice teachers progressively acquired the vast majority of aspects involved in scientific argumentative writing. The most important difficulties experienced by the preservice teachers revolved around intertextuality and the creation of theses. Key conclusions on this teacher education experience are presented in the final section of the paper.
Original languageEnglish
Pages (from-to)169-185
JournalJournal of Education for Teaching
Volume45
Issue number2
DOIs
Publication statusPublished - 15 Mar 2019

Keywords

  • argumentative writing
  • epistemic practices
  • learning progression preservice teachers
  • Scientific argumentation

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