Teacher perception of methodological habits for informal argumentation in text commentary
María Teresa Caro Valverde, María Isabel De Vicente-Yagüe Jara and María Teresa Valverde González
This study explores Spanish secondary-school language and literature teachers’ perceptions of their habits when teaching the development of informal argumentation in textual commentary. Using a qualitative methodology with an interpretive-phenomenological design to shed light on this aim, the teachers were interviewed about this question. Then, hermeneutic units were created from the reported data using a cyclical process of segmentation, codification, and conceptualization. These were analysed using the Atlas. ti program to establish comprehensive
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