Embed the 3R-EC Framework in teacher education assignments such as reflective writing, discussion groups and video journaling¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 theoretical), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The authors recommend teaching the 3R-EC Framework explicitly and embedding it in teacher education coursework and internships. They suggest it 'can be introduced as an underlying mechanism that might be embedded in assignments to change the beliefs of teachers about the nature of knowledge and processes of knowing, like reflective writing, discussion groups, video journaling, to name a few', and that it 'could be taught explicitly and be expected to be implemented in assignments, across coursework, and during teaching internships'.

Design Implications¶

Context¶

Requirements¶

• The framework must be taught explicitly and implemented across assignments, coursework and teaching internships

Constraints¶

• The article presents this as anticipated potential ('has the potential to become a tool'), not as a tested implementation

Target Learners¶

• preservice teachers
• student teachers in internship

Target Learning Goals¶

• making intentional, long-lasting changes in the epistemic climate of their classrooms
• fostering awareness of epistemic aspects of learning and instruction

Affordances¶

• 3R Ec Framework Epistemic Cognition

Claims¶

• Epistemic reflexivity requires internal dialogue that references both teaching practices and epistemic cognition as a calibration process [+W]
• Preservice teachers with placements promoting successful constructivist science teaching were more likely to report evaluativist personal epistemologies [+W]

Related Strategies¶

• Context-Specific Journaling
• Embed explicit reflection on epistemic beliefs within constructivist teaching practice so beliefs evolve through enacted epistemic cognition

Examples¶

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Key Sources¶

• 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