Diseño de un programa de formación docente para el desarrollo de conocimiento pedagógico de contenido de la argumentación

Abstract

For the past decades’ argumentation has gained central importance as part of 21st-century educational goals. It is widely accepted that argumentation is a learning key feature. While students’ outcomes in learning and reasoning are seen as positively associated with argumentation, classroom contexts still reproduce traditional teaching-learning ideas such as adult-centered pedagogy, individual-oriented and content-driven. One key factor to change the classroom is developing teacher’s professional skills to foster argumentation. However, less is known about how to impact teacher’s knowledge of argumentation and how to use it in classroom contexts. We propose a design-based research method divided into four phases: 1) explore the problem; 2) design a solution; 3) implement the solution; and 4) evaluate and redesign. To each phase we propose different methods for a rigorous solution proposal: 1) present a non-exhaustive literature review of teacher professional development in argumentation, 2) develop a teacher professional development on argumentation, 3) 21 Chilean in-service teachers participated in this program, and 4) we evaluate this course through expert discussion, teacher perception of the course and through a rubric evaluate teachers’ ability to design argumentative activities. Our results show that the literature in argumentative experiences of formation based on empirical data is scarce, however, our course provides us key elements to understand teachers’ gains in argumentative pedagogical knowledge. In our work we discuss, then, how developing argumentative pedagogical content knowledge is difficult, however, possible and depends on the collective effort of propose and evaluate solutions such as professional development programs.