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

Content Provider	Scilit
Author	Feucht, Florian C. Brownlee, Jo Lunn Schraw, Gregory
Copyright Year	2017
Description	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.
Related Links	https://www.tandfonline.com/doi/pdf/10.1080/00461520.2017.1350180?needAccess=true
Ending Page	241
Page Count	8
Starting Page	234
ISSN	00461520
e-ISSN	15326985
DOI	10.1080/00461520.2017.1350180
Journal	Educational Psychologist
Issue Number	4
Volume Number	52
Language	English
Publisher	Informa UK Limited
Publisher Date	2017-05-25
Access Restriction	Open
Subject Keyword	Education Research Educational Psychology Teachers Teacher Education Building Epistemic Reflexivity Epistemic Cognition Cognition in Teaching
Content Type	Text
Subject	Developmental and Educational Psychology