Moving Beyond Reflection: Reflexivity and Epistemic Cognition in Teaching and Teacher Education

被引：71

作者：

Feucht, Florian C. ^{[1
]}

Brownlee, Jo Lunn ^{[2
]}

Schraw, Gregory ^{[3
]}

机构：

[1] Univ Toledo, Judith Herb Coll Educ, 2801 W Bancroft St, Toledo, OH 43606 USA

[2] Queensland Univ Technol, Fac Educ, Brisbane, Qld, Australia

[3] Univ Nevada, Coll Educ, Las Vegas, NV 89154 USA

来源：

EDUCATIONAL PSYCHOLOGIST | 2017年 / 52卷 / 04期

关键词：

EPISTEMOLOGICAL BELIEFS; KNOWLEDGE;

D O I：

10.1080/00461520.2017.1350180

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Building on reflective practices and action taking as cornerstones of teacher education and professional development, we argue that epistemic reflexivity becomes a powerful tool for teachers to facilitate meaningful and sustainable change in their classroom teaching. In this introductory article, we provide an overview of epistemic reflexivity conceptualized in the 3R-EC Framework, briefly review key theories in teachers' personal epistemologies, and introduce the four core articles that compose this special issue entitled "Changing Epistemic Cognition in Teaching and Teacher Education: A Focus on Reflection and Reflexivity." Finally, we anticipate conceptual, empirical, methodological, and educational opportunities that arise from the 3R-EC Framework.

引用

页码：234 / 241

页数：8