This qualitative multiple-case study discusses the importance of investigating the alignment of four biology teachers’ beliefs and practices when teaching dialogic argumentation. The article argues that teachers’ beliefs can have a significant impact on their classroom practices and that there may be a mismatch between teachers’ professed beliefs and their actual practices. This mismatch can be identified through research and can help identify areas where teachers may need additional support or training to align their beliefs and practices.

Investigating the alignment of teachers’ professed beliefs and enacted practices in teaching dialogic argumentation is important for several reasons. First, teachers’ beliefs about teaching and learning can have a significant impact on the instructional strategies they choose to use in the classroom. Second, even if a teacher espouses a belief in the value of dialogic argumentation, there may be a mismatch between their beliefs and their actual classroom practices. Third, research has shown that the use of dialogic argumentation in the classroom can have significant benefits for students, including improved critical thinking skills, increased engagement, and greater academic achievement.

The article emphasizes the importance of using dialogic argumentation in the classroom and suggests that understanding the alignment of teachers’ beliefs and practices can help improve teaching practices, support teacher professional development, and promote better student outcomes. With the various ways that the teachers used in teaching through dialogic argumentation, future studies can explore how this research-based pedagogy can also be used in other content areas.

Read the full article: