How epistemic reflexivity enables teacher educators’ teaching for diversity : Exploring a pedagogical framework for critical thinking

Journal article


Lunn Brownlee, Jo, Bourke, Terri, Rowan, Leonie, Ryan, Mary, Churchward, Peter, Walker, Sue, L’Estrange, Lyra, Berge, Anita and Johansson, Eva. (2022). How epistemic reflexivity enables teacher educators’ teaching for diversity : Exploring a pedagogical framework for critical thinking. British Educational Research Journal. pp. 1-20. https://doi.org/10.1002/berj.3789
AuthorsLunn Brownlee, Jo, Bourke, Terri, Rowan, Leonie, Ryan, Mary, Churchward, Peter, Walker, Sue, L’Estrange, Lyra, Berge, Anita and Johansson, Eva
Abstract

Recent research points to the importance of teacher educators teaching for diversity in initial teacher education programmes. Teaching for diversity is an approach to teacher education in which an understanding of specialist literature and a focus on critical thinking supports a social justice agenda as opposed to merely using different tips and tricks to prepare future teachers for teaching diverse learners in the classroom. In this study, we explored how Australian and New Zealand teacher educators negotiated a social justice agenda in teacher education programmes, using a new transdisciplinary framework of epistemic reflexivity. The Epistemic Reflexivity for Teacher Education (ER-TED) framework draws on epistemic cognition (Clark Chinn’s Aims, Ideals, Reliable epistemic processes – AIR – framework) and Margaret Archer’s reflexivity to explore knowledge claims in teacher educators’ pedagogical decision-making. The findings identified how teacher educators in our study discerned and deliberated with respect to epistemic aims for justification, which involve transformative critical thinking and critical thinking for self. They reported good knowledge (ideals) as being scholarly in nature, and reliable epistemic processes based on higher-order thinking (analysis and evaluating competing ideas) or engaging with multiple perspectives. The teacher educators in our study are clear examples of how strong overall evaluative epistemic stances enable teaching for social justice. We argue that the ER-TED framework can help us as a profession to address teaching for diversity in teacher education programmes based on the belief that the pursuit of social justice requires an evaluativist epistemic stance.

Keywordsepistemic reflexivity; social justice; teacher education; teaching for diversity
Year2022
JournalBritish Educational Research Journal
Journal citationpp. 1-20
PublisherJohn Wiley & Sons Ltd
ISSN0141-1926
Digital Object Identifier (DOI)https://doi.org/10.1002/berj.3789
Scopus EID2-s2.0-85095761795
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range1-20
FunderAustralian Research Council (ARC)
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusIn press
Publication dates
Online02 Apr 2022
Publication process dates
Accepted04 Mar 2022
Deposited10 Jun 2022
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/DP180100160
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