Trayectorias de desarrollo profesional docente para un uso pedagógico de la argumentación a partir del uso de soportes curriculares digitales

This article has as its objective to describe the transformations of pedagogical practices and pedagogical use of argumentation in teachers, with the support of curricular materials technologically supported by a pilot software named argumentApp. We used a qualitative methodology, involving the study of four cases of teachers and students at four schools in the Metropolitan Region in Chile. The data, collected by observation of classes and in-depth interviews, indicate that teachers incorporated collaborative practices in the classroom and produced a higher number of argument questions. We observed differences in their ways of appropriating the technological tool and in their contribution to the in-class learning dynamic. The results are discussed considering the contribution of professional development interventions situated in a concrete context of practice and the dimensions which help construct an intervention which favors dialogic teaching.