South African Teachers' Ability to Argue: The Emergence of Inclusive Argumentation

Autor/inn/en	Scholtz, Zena; Braund, Martin; Hodges, Merle; Koopman, Robert; Lubben, Fred
Titel	South African Teachers' Ability to Argue: The Emergence of Inclusive Argumentation
Quelle	In: International Journal of Educational Development, 28 (2008) 1, S.21-34 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2006.12.005
Schlagwörter	Persuasive Discourse; Science Teachers; Foreign Countries; Teacher Participation; Models; Teaching Methods; World Views; Group Discussion; Discourse Analysis; South Africa + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; World view; Weltanschauung; Gruppendiskussion; Diskursanalyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper explores the argumentation ability of ten science teachers in two South African schools on opposite ends of the resource spectrum. Toulmin's model is used to analyse individual contributions in six group discussions. The findings show that levels of argumentation improve with teachers' involvement in the development of teaching resources and the closeness of the argumentation task. The nature of the arguments is permeated by inclusiveness, thus precluding the use of rebuttals, traditionally a requirement for high-quality arguments. Based on the "ubuntu" worldview, a model of inclusive argumentation is proposed with implication for teaching and a scheme of assessable levels of argumentation. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10