Enhancing Argumentation and Decision-Making in Teacher Training Through Debates Within the Context of Formative Research in Uruguay

In the framework of the formative research developed in teacher training at the CeRP Centro in Uruguay, projects are designed to strengthen the students’ research competence. This chapter proposes a strategy to address the challenges in argumentative competence encountered when writing the discussion and conclusion sections in the reports produced in these projects. This study implemented a programme of short debates (micro-debates) with 62 preservice teachers, following the design proposed by researchers at the University of Malaga (Spain). This programme focused on discussing socio-scientific issues, analysing the arguments and positions of the participants before and after the debates, and examining possible changes of opinion. Although most preservice teachers maintained their initial positions after the discussion, the main finding is that those who changed their positions exhibited improved argumentative skills and a more critical attitude towards the problems addressed. These achievements offer future teachers a better preparation to develop formative research projects and thus enhance reflection on their practices.