Thinking through Arguments on Comparative Education Topics: A Contemporary Learning Approach in Pre-Service English Language Teacher Education

Autor/inn/en	Dolapçioglu, Sevda; Kosar, Gülten
Titel	Thinking through Arguments on Comparative Education Topics: A Contemporary Learning Approach in Pre-Service English Language Teacher Education
Quelle	In: International Journal of Contemporary Educational Research, 8 (2021) 4, S.196-207 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Dolapçioglu, Sevda) ORCID (Kosar, Gülten)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-3868
Schlagwörter	Preservice Teacher Education; Comparative Education; Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Teacher Education Programs; Group Discussion; Teaching Methods; Foreign Countries; Student Attitudes; Persuasive Discourse; Elective Courses; Preservice Teachers; Turkey + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Vergleichende Erziehungswissenschaft; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Gruppendiskussion; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Schülerverhalten; Persuasion; Persuasive Kommunikation; Elective course; Wahlkurs; Türkei
Abstract	Following Toulmin's Argument Pattern (TAP), this study was conducted to investigate the extent to which argument construction in comparative education topics enhances pre-service teachers' knowledge construction skills. This article is different because it synthesis research interests in comparative education and argumentation topics to facilitate pre-service teachers' learning in comparative education. The study was conducted with 22 senior university students studying in the Department of English Language Teaching during the 2018-2019 academic year. The data were collected via observation records and written documents from four pre-service teachers who had opposing claims and were selected from these students. In conclusion, it was found that TAP guided the preservice teachers on the components of claiming an assumption, backing claims with evidence, applying scientific sources, rebuttal and generating new arguments on the topics of comparative education. The study also included implications for thinking through arguments. (As Provided).
Anmerkungen	International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01