| Revista: | Gist (Bogotá) |
| Base de datos: | CLASE |
| Número de sistema: | 000432439 |
| ISSN: | 1692-5777 |
| Autores: | Orellana, Pelusa1 |
| Instituciones: | 1Universidad de los Andes, Santiago de Chile. Chile |
| Año: | 2015 |
| Periodo: | Ene-Jun |
| Número: | 10 |
| Paginación: | 51-73 |
| País: | Colombia |
| Idioma: | Inglés |
| Tipo de documento: | Artículo |
| Enfoque: | Aplicado, analítico |
| Resumen en inglés | The current study describes the introduction of seminar discussions in a literature course to track students’ growth in argument production across the semester. Sixteen students enrolled in a required teacher education course were asked to plan and facilitate a 50-minute seminar discussion on a literary text, following the Paideia Seminar protocol. The course was taught in English, although the students’ first language was Spanish. Over the course of the semester, I monitored students’ progress in developing evidence-based coherent arguments and counterarguments. Pre-service teachers not only gained expertise as seminar facilitators, but their oral and written responses to seminar issues revealed an increase in more elaborated arguments, use of textual references, counterargument production, and overall sophisticated thinking |
| Disciplinas: | Educación |
| Palabras clave: | Educación superior, Didáctica, Inglés, Argumentación, Formación de profesores, Diálogo socrático |
| Solicitud del documento | |
