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ERIC Number: EJ1156813
Record Type: Journal
Publication Date: 2017
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0046-1520
Shaping the Epistemology of Teacher Practice through Reflection and Reflexivity
Hofer, Barbara K.
Educational Psychologist, v52 n4 p299-306 2017
Reflection on practice is a core principle for guiding improvement in professional work such as teaching and can be enhanced by reflection on epistemic cognition, the way we think about knowledge and knowing. Viewed as an intellectual virtue, a habit of mind, and a learnable skill, epistemic reflection can help teachers learn to critically question the source, certainty, reliability, and veracity of their own knowing. In this response to a set of articles on changing epistemic cognition through reflection and reflexivity, a case study of teaching educational psychology is provided as an example of putting these complex ideas into practice. Through such practices, instructors can also help future teachers learn to better understand and utilize empirical evidence as a knowledge basis for pedagogical decisions.
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 - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A