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  • Transforming teachers' construction of student diversity through collective argumentation.

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    53876_1.pdf (56.87Kb)
    Author(s)
    Brown, Raymond
    Renshaw, P.
    Griffith University Author(s)
    Brown, Raymond A.
    Year published
    2008
    Metadata
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    Abstract
    Teaching is often viewed as an adult activity focused on promoting student learning through controlling and directing student attention and behaviour within well defined institutional constraints. Collective Argumentation challenges this view by situating teaching within a sociocultural process of promoting student learning through participation in the ways of knowing and doing adopted by localised learning communities. To capture this dynamic process, we tracked across a four-year time frame a group of three teachers in one school who were part of a "design experiment" on Collective Argumentation. We focus here on how ...
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    Teaching is often viewed as an adult activity focused on promoting student learning through controlling and directing student attention and behaviour within well defined institutional constraints. Collective Argumentation challenges this view by situating teaching within a sociocultural process of promoting student learning through participation in the ways of knowing and doing adopted by localised learning communities. To capture this dynamic process, we tracked across a four-year time frame a group of three teachers in one school who were part of a "design experiment" on Collective Argumentation. We focus here on how categories within their 'talk' about teaching changed as their own pedagogy changed to include the practices of Collective Argumentation. This paper focuses particularly on one teacher whose account of his practices exemplifies the shift characteristic of all three teachers who took up the practices of Collective Argumentation. They adopted a new pedagogical framework that was not focused on controlling and directing student behaviour, but rather on engendering shared practices and enabling students to participate actively as members of a particular classroom community.
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    Conference Title
    AARE 2007 International Educational Research Conference Papers
    Publisher URI
    https://www.aare.edu.au/
    Copyright Statement
    © The Author(s) 2008. For information about this conference please refer to the publisher’s website or contact the authors.
    Subject
    Education not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/22279
    Collection
    • Conference outputs

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