Transforming teachers' construction of student diversity through collective argumentation.

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Title Transforming teachers' construction of student diversity through collective argumentation.
Author Brown, Raymond Albert Joseph; Renshaw, P.
Publication Title AARE 2007 International Educational Research Conference Papers
Editor Peter L. Jeffery
Year Published 2008
Place of publication www.aare.edu.au
Publisher Australian Association for Research in Education
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 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.
Peer Reviewed Yes
Published Yes
Publisher URI http://www.aare.edu.au
Alternative URI http://www.aare.edu.au/07pap/bro07360.pdf
Copyright Statement Copyright remains with the authors 2008. For information about this conference please refer to the publisher’s website or contact the authors.
ISBN 13249339
Conference name AARE 2007 International Education Research Conference
Location The University of Notre Dame Australia
Date From 2007-11-25
Date To 2007-11-29
URI http://hdl.handle.net/10072/22279
Date Accessioned 2009-03-09
Language en_US
Research Centre Griffith Institute for Educational Research
Faculty Arts, Education and Law
Subject Education
Publication Type Conference Publications (Full Written Paper - Refereed)
Publication Type Code e1

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