(Symposium Chair and Organizer). Teachers’ epistemic cognition for professional practice: A focus on reflection and reflexivity.
Presentation (Faculty180)
ABSTRACT
The 3R-EC framework focuses on making reflexivity explicit for teachers (Ryan, 2015) by drawing on Chinn et al’s AIR model (2011; 2014) to specifically relate reflexivity to epistemic cognition. The framework can be used to promote teachers’ epistemic cognition in the context of classroom practice. By focusing on the epistemic aims, reliable processes and epistemic ends of teachers, we argue that the reflection-reflexive distinctions have much to offer the field of epistemic cognition change in teaching (Lunn Brownlee et al., 2016).
