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ERIC Number: EJ1156811
Record Type: Journal
Publication Date: 2017
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0046-1520
Moving beyond Reflection: Reflexivity and Epistemic Cognition in Teaching and Teacher Education
Feucht, Florian C.; Lunn Brownlee, Jo; Schraw, Gregory
Educational Psychologist, v52 n4 p234-241 2017
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A