Oral litigation: A teaching strategy for the development of argumentation skills in secondary education teacher training

Abstract

The aim of this paper is to analyze the effectiveness of oral litigation as a teaching strategy for the development of argumentative skills in secondary education teacher training. It is based on the results of an exploratory case study conducted with 162 students who participated in the implementation of a strategy, with a design that took into account problem-based learning, the Toulmin argumentation model, curriculum competence approach, cognitive and situated learning, and contextual foundations of education. For the development of written and oral arguments, presenting documentary evidence was considered in the context of simulating a Litigation. To evaluate the experience, a focus group was conducted with key informants, who felt that the strategy contributed to the development of conceptual, procedural and attitudinal learning. It is concluded that the development of argumentation skills in teacher training students is key in the design of teaching strategies, the use and mobilization of the knowledge acquired, the acquisition contexts, and preferably of authentic or real application.