IDENTIFYING AND RECONTEXTUALIZATING PROBLEMS OF PRACTICE IN LEARNING TO FACILITATE DISCUSSIONS WITH ARGUMENTATION.

Supporting teachers to facilitate discussions with argumentation is as complex as the practice of facilitating argumentation itself. In this paper, we describe how a community of teachers and one teacher within this community made sense of facilitating argumentation. We use the construct of problems of practice as an indicator of teachers’ sensemaking and learning. We contend that problems of practice are highly situated within teachers’ contexts. The teachers identified participation as a broad problem of practice for facilitating argumentation and we identify three aspects of participation salient for teachers. Moreover, we show how Amanda, one of the teachers recontextualizes these problems to her thinking and practice. [ABSTRACT FROM AUTHOR]