The Role of Teacher Epistemic Cognition, Epistemic Beliefs, and Calibration in Instruction

被引：0
作者：
Liliana Maggioni
Meghan M. Parkinson
机构：
[1] University of Maryland,College of Education
来源：
Educational Psychology Review | 2008年 / 20卷
关键词：
Epistemic cognition; Epistemic beliefs; Calibration; Instruction; Teachers;
D O I：
暂无
中图分类号：
学科分类号：
摘要：
This review examines the literature on teacher epistemic cognition, epistemic beliefs, and calibration to consider the relation between these constructs and instruction that emerged from empirical studies. In considering how this body of literature can enhance understanding of how students become masters of their learning processes, we will briefly review how different theoretical frameworks have conceptualized the relation between epistemic cognition, epistemic beliefs, calibration and metacognition, self-regulation, and self-regulated learning. Implications for research include a more nuanced conceptualization of epistemic beliefs and a theoretical integration of these constructs. Implications for practice regard the reciprocal relations between teachers’ knowledge, experience, epistemic cognition, epistemic beliefs, and calibration and their effects on pedagogical practices. The role of teachers’ education and professional development is discussed.
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页码：445 / 461
页数：16
相关论文
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