Abstract

CALDERON SOTO, Maribel et al. Experiences in teachers’ professional development for a pedagogical use of argumentation based on the use of digital curricular materials. Perfiles educativos [online]. 2020, vol.42, n.169, pp.88-105.  Epub Feb 15, 2021. ISSN 0185-2698.  https://doi.org/10.22201/iisue.24486167e.2020.169.59245.

This article has as its objective to describe the transformations of pedagogical practices and pedagogical use of argumentation in teachers, with the support of curricular materials technologically supported by a pilot software named argumentApp. We used a qualitative methodology, involving the study of four cases of teachers and students at four schools in the Metropolitan Region in Chile. The data, collected by observation of classes and in-depth interviews, indicate that teachers incorporated collaborative practices in the classroom and produced a higher number of argument questions. We observed differences in their ways of appropriating the technological tool and in their contribution to the in-class learning dynamic. The results are discussed considering the contribution of professional development interventions situated in a concrete context of practice and the dimensions which help construct an intervention which favors dialogic teaching.

Keywords : Argumentation; Teachers’ professional development; Classroom practices; Curricular support; Technology in the classroom.