I am researching argumentation skills in the teacher education context. I integrated argumentation skills into the teaching/learning methods course. Accordingly, pre-service teachers engage with case scenarios in which they will choose a teaching/learning method to achieve the learning outcome and develop an argument to explain why the teaching/learning method they chose would be suitable to accomplish the learning outcome.
I wonder if in such a context can pre-service teachers use "learning theories" as evidence to support their reasons? When reviewing the literature about types and strength of evidence so I could not find adequate information that I am looking for. what do you think?
Dear Beyza, they can argue with theories or with successful experiences that they have had. Best regards
As long as the theories are well-established in the scholarly literature, they can certainly be used.
For example, student-centered active learning based on Cognitive Psychology is very well established and has many lessons about good learning design.
I share with you this article which is in Spanish, but it may be useful to you as it deals with argumentation:
https://www.revista.unam.mx/vol.5/num1/art2/ene_art2.pdf
Learning theories aren't teaching methods. In this case, rather than referring to theories, I'd suggest the students base their arguments on studies investigating the outcomes of different teaching methods.
Not always, depending on the ability and availability of the recourses for utilization in terms of their application.
It’ possible to find evidence typing, for instance on PubMed…”teaching and learning method”…I share the link of an article about it: https://revistas.udea.edu.co/index.php/iee/article/view/21812/17978
Yes, I think it can be used. "Evidence based" therapy is based either on research or on theory.
They may use different teaching methods but the research methodology here is qualitative (qualitative analysis) using evidence-based observation.
On the other hand, to explain their choices, a constructive interview can be prepared and it may be linked to different learning theories
These theories can be basis for their planning but as evidence they need research findings to support their reasons on using these theories.
Within the English HE system, there is expected to be critical engagement with any research, including learning theories in teaching. Consequently, I would argue that it is appropriate for pre-service teachers to use learning theories, but would expect them to identify why it is transferable to their context bearing in mind the research basis for the learning theories (e.g. research methods, research limitations etc.) Moreover, the Department for Education requires all pre-service teachers to engage with the Core Content Framework (CCF) which includes a reference list that underpins the expectations of the CCF (from p32). The pre-service teachers will need to be able to show how they have engaged with this research as they go through their training.
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