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ERIC Number: EJ1156803
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0046-1520
Teachers' Epistemic Cognition in the Context of Dialogic Practice: A Question of Calibration?
Bråten, Ivar; Muis, Krista R.; Reznitskaya, Alina
Educational Psychologist, v52 n4 p253-269 2017
In this article, we argue that teachers' epistemic cognition, in particular their thinking about epistemic aims and reliable processes for achieving those aims, may impact students' understanding of complex, controversial issues. This is because teachers' epistemic cognition may facilitate or constrain their implementation of instruction aiming to engage students in reasoned argumentation through classroom dialogue. We also suggest that teachers may need to reflect on their own epistemic cognition in the context of dialogue-based instruction in order to calibrate it with the aim of deep understanding and the reliable process of reasoned argumentation, which underlie such instruction. Based on our discussion of relevant theoretical frameworks and related empirical evidence, we identify several promising directions for future theoretical and empirical work in this area. In a unique way, this article brings together theoretical frameworks and bodies of empirical work that hitherto have been discussed separately to provide new insights into the potential relationship between teachers' epistemic cognition and students' understanding.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A