Thinking through Arguments on Comparative Education Topics: Contemporary Learning Approach in Teacher Education
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https://doi.org/10.33200/ijcer.889521Keywords:
Toulmin's Argument Pattern (TAP), Teacher training, Comparative education, Contemporary ApproachAbstract
This study was conducted to examine contribution of producing argument in comparative education topics to the preservice teachers’ process of constructing knowledge. Toulmin's Argument Pattern (TAP) was followed. This article is different as it is a synthesis of comparative education research interests and argumentation topics. In addition, it offers a learning way in comparative education for teacher education. The study was carried out with 22 senior university students studying at the department of English Language Teaching during 2018-2019 academic year. The data were collected via observation records and written documents of four preservice teachers who had opposite claims, selected among those students. As a conclusion, it was found that TAP guided the preservice teachers on the components of claiming an assumption, backing claims with evidence, applying scientific sources, rebuttal and generating new arguments for the topics of comparative education. The study also included implications on thinking through argument.
Anahtar KelimelerToulmin's Argument Pattern (TAP);, Teacher training, Comparative education;, Contemporary Approach
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