Date of Award
2026
Degree Type
Dissertation
Degree Name
Doctor of Philosophy in Education
Department
Education
First Advisor
Shane Tutwiler
Abstract
This dissertation examines the preparedness of pre-service social studies teachers to teach argumentation, a skill essential for students’ academic success and informed civic participation. Despite its prominence in educational standards, research suggests that both students and teachers struggle with argumentation, particularly in disciplines outside of science. To address this gap, this study employs a three-part research design.
The first study presents a scoping review of 44 peer-reviewed articles (2000-2025) to identify trends in argumentation instruction. Findings indicate that argumentation enhances student engagement, critical thinking, and content understanding, but is inconsistently implemented across disciplines and often limited by insufficient teacher preparation.
The second study uses survey data and Bayesian regression analysis to examine pre-service teachers’ beliefs, knowledge, and disposition to teach argumentation. Results reveal that while participants value argumentation, their likelihood of implementing it is strongly associated with their pedagogical knowledge rather than their beliefs alone.
The third study employs qualitative document analysis of teacher preparation curricula, revealing limited explicit instruction on how to teach argumentation, despite frequent references to related concepts such as discussion and critical thinking.
Collectively, the findings suggest a misalignment between the recognized importance of argumentation and the preparation teachers receive. This dissertation highlights the need for more explicit, discipline-specific training in teacher education programs to better equip future educators to teach argumentation effectively.
Recommended Citation
Lee, Christina, "EXPLORING THE PREPAREDNESS OF PRE-SERVICE SOCIAL STUDIES TEACHERS TO TEACH ARGUMENTATION SKILLS" (2026). Open Access Dissertations. Paper 4569.
https://digitalcommons.uri.edu/oa_diss/4569