Debates about Educational Issues: A Pedagogical Strategy to Explore Argumentative Skills in the EFL Classroom

IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH How-A Colombian Journal for Teachers of English Pub Date : 2020-01-31 DOI:10.19183/how.27.1.516
Ángela Vanesa Duarte Infante, Sandra Milena Fonseca Velandia, Bertha Ramos Holguín
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引用次数: 1

Abstract

This article describes a pedagogical proposal, based on debates, to determine the type of arguments that pre-service English language teachers constructed at a public university in Tunja, Colombia. We implemented a series of debate workshops about educational issues. Thirteen modern languages pre-service teachers in their sixth semester participated in the debates. In each debate, we collected data through recordings, focus groups, and field notes to understand the impact of the pedagogical intervention. Findings suggest that the arguments pre-service teachers built were based on examples. In this sense, the arguments built were based on their personal experiences and their partners’ opinions. We argue for the need to implement more research proposals that will contribute to the understanding and awareness of what argumentation implies.
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关于教育问题的争论:探索英语课堂辩论技巧的教育策略
本文描述了一项基于辩论的教学建议,以确定哥伦比亚通贾一所公立大学的职前英语教师构建的论点类型。我们举办了一系列关于教育问题的辩论讲习班。13名现代语言职前教师在第六学期参加了辩论。在每次辩论中,我们通过录音、焦点小组和现场笔记收集数据,以了解教学干预的影响。研究结果表明,职前教师建立的论点是基于实例的。从这个意义上说,所建立的论点是基于他们的个人经历和伴侣的意见。我们认为有必要实施更多的研究建议,这将有助于理解和意识到论证的含义。
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来源期刊
How-A Colombian Journal for Teachers of English
How-A Colombian Journal for Teachers of English EDUCATION & EDUCATIONAL RESEARCH-
自引率
0.00%
发文量
21
审稿时长
16 weeks
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