Changing Teachers' Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity

Abstract

There is increasing evidence to show that teachers' epistemic cognition is related to how they conceive of and engage in teaching; therefore it is important that teachers develop adaptive epistemic cognition. This article provides an overview of the different ways of theorizing and investigating changes in epistemic cognition for teaching and learning. A growing body of research shows that explicit reflection on epistemic cognition may be a useful way to promote change. Drawing on the work of Lunn Brownlee and Schraw and the Advanced Study Colloquium group described in the introduction to this special issue, we extend the concept of explicit reflection to encompass reflexive thinking. Reflexivity involves critical thinking that evaluates multiple perspectives in context and leads to specific action in the classroom. The 3R-EC Framework (Reflection, Reflexivity and Resolved Action for Epistemic Cognition) for theorizing change in epistemic cognition is described and exemplified in the contexts of classroom practice and teachers' professional learning. The role of epistemological beliefs is likely to be subtle, yet ubiquitous. These beliefs are likely to influence how students learn, how teachers instruct, and subsequently, how teachers knowingly or unknowingly modify students' epistemological beliefs. Schommer-Aikins (2004, p. 27

An Investigation of Preservice Teachers’ Beliefs About the Certainty of Teaching Knowledge

“…Our results show that preservice teachers hold specific beliefs about the certainty of teaching knowledge, and that these beliefs may develop during teacher education (Lunn Brownlee et al, 2017;. The quantitative measure showed that preservice teachers' beliefs about the certainty of teaching knowledge changed from Time 1 to Time 2.…”

“…The beliefs that preservice teachers hold about the certainty of teaching knowledge are likely to influence their learning and how they relate to different knowledge sources (Buehl & Fives, 2016;Bråten & Ferguson, 2015), as well as deep-learning and engagement in higherorder thinking, such as reflecting on knowledge and practice (Lunn Brownlee et al, 2017). This has consequences for the evidence-base of preservice teachers' future practice, as well as how they interact with their future students.…”

“…This has consequences for the evidence-base of preservice teachers' future practice, as well as how they interact with their future students. Therefore, teacher educators need knowledge about epistemic beliefs and how to facilitate their development in preservice teachers (Lunn Brownlee et al, 2017).…”

“…Moreover, epistemic beliefs influence learners' problemsolving and learning and understanding of complex information (Strømsø & Kammerer, 2016;Valinides & Angeli, 2008), which are vital for future teachers who will be responsible for planning, instructing and evaluating learning in others, as well as for continuing to develop their own knowledge bases (Buehl & Fives, 2016). The beliefs preservice teachers hold about knowledge and knowing will likely have important consequences for the nature and content of their future classrooms (Feucht, 2010;Schommer-Aikins, 2004) and practice (Brownlee et al, 2011;Lunn Brownlee, Ferguson & Ryan, 2017). It is therefore important that teacher educators understand the kinds of epistemic beliefs that preservice teachers are likely to hold and how these might influence learning and teaching in teacher education programmes.…”

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

“…Each article argues the case for considering reflection, and more specifically epistemic reflexivity, in the context of teachers' epistemic cognitions. In the first article, "Changing Teachers' Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity," Lunn Brownlee et al (2017/this issue) draw on the work of Archer (2010), Ryan and Bourke (2013), and previous conceptualizations by Lunn Brownlee and Schraw (in press) and Lunn Brownlee et al (2016) to propose the concept of epistemic reflexivity. Reflexivity involves critical thinking that evaluates multiple perspectives and leads to action in the classroom.…”