The Power of Classroom Dialogue and Argumentation in Research-Based Teacher Education

• In Event: 14.043 - Roundtable Session 1
  In Roundtable Session: 14.043-6 - Collaborative Dialogue in Teacher Preparation

Abstract

This paper reports a study on the gains of a series of research-based teaching and learning practices on the education of prospective teachers in a teacher education program at a private faculty of education in Spain. The perceptions of students and professors were explored qualitatively. The results indicate that research-based teacher education can be enhanced by increasing dialogue in the classroom as a tool to enhance the understanding of the content knowledge. Such combination develops a “research stance” in the future teachers, raises their understanding of the implications of the research and theories discussed, and their awareness of the need of others to learn and excel. These findings shed light on more reasons why research-based teacher education can be successful.

Authors

• Sandra Racionero-Plaza, Loyola University Andalusia

• Mireia Tintoré, Universitat Internacional de Catalunya

• Albert Arbós, Universitat Internacional de Catalunya

• Maria Domingo-Coscollola, Universitat Internacional de Catalunya