The Role of Epistemic Cognition in Teacher Learning and Praxis

• In Event: Poster Session 8
  In Poster Session: Division C Section 2a Poster Session 3: Cognitive Processes

Abstract

Epistemic cognition (i.e., thinking about knowledge) is paramount for teachers when learning to teach and when designing learning contexts for students. Herein, we describe a framework for teachers’ epistemic cognition based on models developed for learners (e.g., Chinn et al., 2014) and literature in teacher education. The framework illuminates the integrated components, complexity, and relevance of epistemic cognition for teachers with an emphasis on a) the task (i.e., learning or teaching), b) the domain(s) of knowledge, c) the epistemic aims, and d) the influences on epistemic cognition that must be considered when studying how teachers engage in the process of epistemic cognition to achieve specific epistemic products.

Authors

• Michelle M. Buehl, George Mason University

• Helenrose Fives, Montclair State University