El proceso de argumentación en la formación inicial de docentes: una experiencia mediada por Dígalo y Simas

Abstract

This book presents research results regarding training in argumentation as a basis for critical thinking. The exercise of proposing problems and questions to promote argumentation has proven to be positive in the construction of knowledge, as well as using digital learning environments to generate motivation and promote new ways of learning and training teachers. The conjugation of strategies in which the Digalo and Simas environments were used contributed to innovation in the classroom, and this allowed students to improve their argumentative skills, generate dialogue and promote a participatory culture necessary in the political formation of subjects. . In this book, researchers will be able to find a theoretical framework that supports the research carried out, as well as the findings when applying these strategies in initial teacher training. In addition, processes and transformations are evident during the development of training, and the importance of including this type of tools in face-to-face classes. Training for participation is relevant for teacher training, so it is recommended to continue researching and systematizing the use of Dígalo and Simas in educational contexts. This research contributes to the discussion on teacher training, critical thinking, the generation of skills for the 21st century and the use of digital technologies in education.