Argumentation and counter-argumentation in initial teacher training: a pedagogical device aimed at developing teacher reflective thinking

Abstract

Reflection is imperative to the teaching practice. However, it is difficult to find spaces for the development of reflective thinking in initial teacher training and the teaching practice. The execution and evaluation of a Pedagogical Argumentation Device is presented to promote reflective thinking. The objective of the article was to describe how the protagonists signified the device. Participants were second-year Education students at a regional public university. The assessment of the experience with the device was carried out through three focus groups with students, assistant teachers, and professors. In this assessment, participants highlighted the innovative nature of the intervention, the collaborative dimension of its implementation and its potential to promote reflection and gain perspective with respect and tolerance. However, they also identify administrative and time-management difficulties. As an emergent aspect, results show the importance the future has as the center of pedagogical reflection.