Resumo

RUIZ-ORTEGA, Francisco Javier  e  DUSSAN LUBERT, Carmen. Argument Proficiency: A Key Factor in Teacher Training. Educ. Educ. [online]. 2021, vol.24, n.1, pp.30-50.  Epub 20-Maio-2021. ISSN 0123-1294.  https://doi.org/10.5294/educ.2021.24.1.2.

The article provides elements that prove the need to take action and propose argumentation as a specific high school teacher training content. For this, we conducted a cross-sectional descriptive-correlational study, whose population comprised 314 students from the Bachelor’s degree program in Biology and Chemistry at the Universidad de Caldas, Colombia. Stratified simple random sampling allowed determining the sample size, which was 121 subjects. The study concludes that a lack of clarity in accepting argumentation as a possibility for learning and co-constructing school knowledge, coupled with insufficient classroom efforts focused on conscious and intentional argumentative processes to advance learning, make it essential to include argumentation in curricular structures as a subject matter of teaching and learning.

Palavras-chave : Argumentative competence; skills development; teacher education; teacher training; university curricular plans; Universidad de Caldas, Colombia.

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