Epistemic reflexivity requires internal dialogue that references both teaching practices and epistemic cognition as a calibration process¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Changes in teaching occur when reflexivity about teaching practices is associated with epistemic cognition, through a calibration process that leads to classroom action. → Feucht 2017

Evidence¶

Feucht 2017¶

Feucht, F. C., Lunn Brownlee, J., & Schraw, G. (2017). Moving beyond reflection: Reflexivity and epistemic cognition in teaching and teacher education. Educational Psychologist, 52(4), 234-241. https://doi.org/10.1080/00461520.2017.1350180

q2 · i? · theoretical · r3

Conceptual argument summarizing Lunn, Ferguson and Ryan's article in the special issue. Calibration in teaching is defined as supporting teachers 'to increase awareness of beliefs and knowledge in general and the extent to which their teaching practices reflect those beliefs/knowledge' (Brownlee et al., 2011, p. 15). No empirical data are reported in this article.

"This means that the internal dialogue associated with reflexivity (Archer, 2010), needs to include reference to both teaching practices and epistemic cognition as a process of calibration that leads to action in the classroom."

Discussion¶

Related Claims¶

• Reflexive noticing shifts teacher discourse from stabilization to possibility, while surprises alone often re-stabilize it — related
• Quasi-experimental and experimental interventions can positively change epistemic cognition, but the theory-of-change remains unidentified — related