Teachers' epistemic cognition adds a layer of complexity not present for learners because they manage epistemic aims for both themselves and their students¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q1
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? When acting as teachers, educators must integrate multiple bodies of knowledge and manage learning goals for both students and themselves, adding a layer of epistemic cognition absent for learners. → Fives 2017

Evidence¶

Fives 2017¶

Fives, Helenrose, Barnes, Nicole, Buehl, Michelle, Mascadri, Julia, & Ziegler, Nathan. (2017). Teachers’ epistemic cognition in classroom assessment. Educational Psychologist, 52(4), pp. 270-283. https://doi.org/10.1080/00461520.2017.1323218

q1 · i? · theoretical · r3

Theoretical argument in the section on epistemic cognition in teaching: teachers extend consideration of a topic like formative assessment beyond personal learning to its use for teaching particular content to particular students, "thereby adding a layer of epistemic cognition that is not present for learners" (Fives & Buehl, 2008, 2010, as cited by the authors).

"This requires teachers to integrate multiple bodies of knowledge (e.g., knowledge of pedagogy, subject matter, and students) and to manage learning goals for both their students"

Discussion¶

Related Claims¶

• Interpreting student work is an inherently epistemic endeavor in which teachers evaluate others' knowledge representations against their own epistemic ideals — related