Abstract
Globalisation, the evolution of artificial intelligence, and information and communication technology are rapidly changing social and workforce landscapes. As a result, pre-service and in-service teacher education providers must prepare teachers to meet the needs of their students’ futures. This chapter argues for teacher education to reshape teachers’ epistemic cognition and epistemic reflection (i.e., key components of teachers’ identities) to deeply engage with the 21st century capability of self-regulated learning (SRL). We propose that epistemic reflexivity is a key process underpinning teachers’ decisions about whether and how to explicitly teach strategies for SRL. We introduce a new process–model of epistemic reflexivity and provide examples of how pre-service and in-service teacher educators can ‘upgrade’ professional learning communities to incorporate epistemic reflexivity as a core educative process. Additionally, we provide practical examples of implementing professional education for epistemic cognition and reflection.
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Glossary
- Epistemic reflexivity
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A person’s inner dialogue related to knowing and knowledge that leads to action.
- Epistemic cognition
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How one thinks about knowing and knowledge (e.g. thinking about developing, assessing and applying knowledge).
- Professional Learning Community (PLC)
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A mode of professional education that involves teachers engaging in shared problem-solving with the aim of addressing classroom challenges. Typically this includes collaborative meetings, consideration of student work and the trialing of new teaching strategies.
- PLC-ER
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A professional learning community that includes explicit educative tools to engage teachers in epistemic reflexivity.
- 21st Century capabilities
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A set of general capabilities (e.g. critical thinking, problem-solving, collaboration) believed to be necessary for succeeding in the 21st century.
- Student self-regulated learning
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When students set goals select their learning strategies throughout the task and regularly monitor and evaluate the effectiveness of their approaches to learning (Zimmerman, 2008, 2013).
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Barr, S., Askell-Williams, H. (2020). Upgrading Professional Learning Communities to Enhance Teachers’ Epistemic Reflexivity About Self-regulated Learning. In: Fox, J., Alexander, C., Aspland, T. (eds) Teacher Education in Globalised Times. Springer, Singapore. https://doi.org/10.1007/978-981-15-4124-7_19
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