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 (Cyrpus ASC, 2015), briefly review key theories in teachers’ personal epistemology, and introduce the four core articles that comprise 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.
