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

Feucht, Florian C.; Brownlee, Joanne M.; Schraw, Gregory

doi:10.1080/00461520.2017.1350180

Cited by 105 publications

(55 citation statements)

References 38 publications

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“…Teacher educators might also introduce discussions about the changing nature of teaching knowledge (e.g., Alexander, Murphy, & Woods, 1996) and how current theories and practices fit in with previous trends. This, along with guided reflection and consideration of how beliefs calibrate with practices may foster a climate and will for changing beliefs, as well as encouraging preservice teachers to engage with and critically evaluate the knowledge and ideas that they meet in lectures and classrooms (Feucht, Lunn Brownlee & Schraw, 2017.…”

Section: Implications For Teacher Educationmentioning

confidence: 99%

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

Ferguson¹,

Brownlee²

2018

AJTE

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Beliefs about the certainty of teaching knowledge may influence how preservice teachers engage with and learn from knowledge sources in teacher education, and their subsequent practice. In light of inconsistencies in prior findings that mainly employ epistemic questionnaires, we extended research focusing on a contextual analysis. Sixty-six elementary and lower-secondary preservice teachers in Norway responded to the Beliefs about the Certainty of Teaching Knowledge (BECK) scale in the first and second year of study, respectively. Participants believed knowledge about teaching and learning was more tentative and evolving at T2 than at T1 (t (65) = 2.0, p = .049, Cohen's d =.23). We uncovered beliefs about the ways knowledge and practice will change, reasons for change, and the rate of change in teaching knowledge. The results suggest preservice teachers hold specific beliefs about the certainty of teaching knowledge that should be addressed by teacher educators.

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Section: Implications For Teacher Educationmentioning

confidence: 99%

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

Ferguson¹,

Brownlee²

2018

AJTE

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“…Concerning our second research question, which aimed at investigating effects of reflecting on diverging information, results are harder to interpret. However, the concept of “epistemic reflexivity” that was introduced by Feucht et al ( 2017 ) as an internal dialog that is focused on “personal epistemologies leading to action for transformative practices in the classroom” (p. 234) might be able to shed some light on the observed pattern of effects. The effects of reflection may not be very large because reflecting on diverging information lacks goal-orientation (i.e., the goal of epistemic change was not explicitly given in the writing task instructions).…”

Section: Discussionmentioning

confidence: 99%

Mechanisms of Epistemic Change—Under Which Circumstances Does Diverging Information Support Epistemic Development?

Kerwer

Rosman

2018

Front. Psychol.

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Background: The number of studies on how to foster change toward advanced epistemic beliefs (i.e., beliefs about the nature of knowledge and knowing) is continuously growing because these beliefs are an important predictor of learning outcomes. In past intervention studies, presenting diverging information (e.g., descriptions of studies yielding contradictory results) reliably led to epistemic change. However, prior research insufficiently examined which aspects of diverging information affect these changes.Aims: We investigated (1) if epistemic change differs depending on the (un)resolvability of contradictory information, (2) to what extent explicitly reflecting on diverging information supports epistemic change and (3) how topic-specific diverging information affects topic–and domain-specific epistemic beliefs. All confirmatory hypotheses were preregistered at OSF. Additionally, several exploratory analyses were conducted.Method: To examine the research questions, we employed a simple randomized pre-post design with four experimental groups. N = 185 psychology students participated in the study. Experimental groups differed in the kind of diverging information included: Students either read (1) information on students applying learning strategies (control), (2) unresolvable, or (3a) resolvable controversial information on gender stereotyping. In the latter condition (3b), an additional group of participants deliberately resolved apparent contradictions in a writing task.Results: Confirmatory latent change analyses revealed no significant group differences in epistemic change (i.e., beliefs in the control group also changed toward advanced epistemic beliefs). Using a different methodological approach, subsequent exploratory analyses nevertheless showed that presenting diverging information on gender stereotypes produced stronger topic-specific epistemic change and change in justification beliefs in the treatment groups in contrast to the control group. However, effects in the treatment groups did not differ significantly depending on the resolvability of presented controversies or for the group which was instructed explicitly to integrate controversial findings.Conclusion: Contrary to our expectations, diverging information seems to foster epistemic change toward advanced beliefs regardless of the resolvability of presented information, while no final conclusion concerning effects of reflection could be drawn. Moreover, our findings indicate that effects of topic-specific interventions are more pronounced on topic-specific measures. However, this relationship may vary depending on the epistemic belief dimension (e.g., justification beliefs) under investigation.

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“…This work is part of a research program OLAF -Online Learning and Fun led by Rumpus Research Group. The methodology used in this study adopts the established epistemological questionnaire approach (Feucht et al, 2017), and provides an opportunity to facilitate participants epistemic reflectivity (Feucht et al, 2017). In this way the study is underpinned by the concept of reflective practitioners, by which participants "think in action" about principles and practices to share their reflective views (Schon, 2015).…”

Section: Methodsmentioning

confidence: 99%

“…This study is based on a mixed-method approach. Quantitative and qualitative data were generated through a self-reflective instrument (Feucht et al, 2017) constituted by two parts, both developed in Qualtrics. The first part was a Likert-scale survey with 25 statements about learning and fun.…”

Section: Methodsmentioning

confidence: 99%

Factors and Recommendations to Support Students’ Enjoyment of Online Learning With Fun: A Mixed Method Study During COVID-19

Okada

Sheehy

2020

Front. Educ.

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Understanding components that influence students’ enjoyment of distance higher education is increasingly important to enhance academic performance and retention. Although there is a growing body of research about students’ engagement with online learning, a research gap exists concerning whether fun affect students’ enjoyment. A contributing factor to this situation is that the meaning of fun in learning is unclear, and its possible role is controversial. This research is original in examining students’ views about fun and online learning, and influential components and connections. This study investigated the beliefs and attitudes of a sample of 551 distance education students including pre-services and in-service teachers, consultants and education professionals using a mixed-method approach. Quantitative and Qualitative data were generated through a self-reflective instrument during the COVID-19 pandemic. The findings revealed that 88.77% of participants valued fun in online learning; linked to well-being, motivation and performance. However, 16.66% mentioned that fun within online learning could take the focus off their studies and result in distraction or loss of time. Principal component analysis revealed three groups of students who found (1) fun relevant in socio-constructivist learning (2) no fun in traditional transmissive learning and (3) disturbing fun in constructivist learning. This study also provides key recommendations extracted from participants’ views supported by consensual review for course teams, teaching staff and students to enhance online learning experiences with enjoyment and fun.

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

Cited by 105 publications

References 38 publications

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

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

Mechanisms of Epistemic Change—Under Which Circumstances Does Diverging Information Support Epistemic Development?

Factors and Recommendations to Support Students’ Enjoyment of Online Learning With Fun: A Mixed Method Study During COVID-19

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