Capturing epistemic reflexivity for teacher educators teaching about/to/for diversity in teacher education
Journal article
L'Estrange, Lyra, Walker, Sue, Lunn-Brownlee, Jo, Ryan, Mary, Bourke, Terri, Rowan, Leonie and Johansson, Eva. (2023). Capturing epistemic reflexivity for teacher educators teaching about/to/for diversity in teacher education. Heliyon. 9(2), p. Article e13754. https://doi.org/10.1016/j.heliyon.2023.e13754
Authors | L'Estrange, Lyra, Walker, Sue, Lunn-Brownlee, Jo, Ryan, Mary, Bourke, Terri, Rowan, Leonie and Johansson, Eva |
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Abstract | Internationally, there is a growing body of evidence which shows that newly graduated teachers do not feel prepared to teach the increasingly diverse student body in contemporary classrooms. However, to date, we have limited understanding of the ways in which teacher educators work with preservice teachers to enhance their knowledge about diversity and how to address the diverse needs of students in their classrooms. To further understand teacher educators' pedagogical decision making in the context of preparing preservice teachers for diverse classrooms, a way of capturing epistemic thinking in this space is required. The current study used the Epistemic Reflexivity Survey for Teacher Educators (ERS-TE) to explore the relationships between teacher educators' Epistemic Aims, Reliable epistemic processes (REPs), Criteria for Knowledge (Epistemic Ideals), Reflexivity (decision making) and Teaching Practices. Two hundred and eighty-six teacher educators across Australia and New Zealand completed the survey. Results indicated that epistemic aims related to understanding critical connections predicted engagement with reliable epistemic thinking processes, reflexivity, and teaching practices related to critical thinking and social justice. Findings are discussed in terms of implications for teacher educators’ work with preservice teachers with respect to teaching about, to and for diversity. |
Keywords | epistemic reflexivity; epistemic cognition; teaching for diversity; social justice; teacher educators |
Year | 2023 |
Journal | Heliyon |
Journal citation | 9 (2), p. Article e13754 |
Publisher | Elsevier Ltd |
ISSN | 2405-8440 |
Digital Object Identifier (DOI) | https://doi.org/10.1016/j.heliyon.2023.e13754 |
PubMed ID | 36852076 |
Scopus EID | 2-s2.0-85148872827 |
PubMed Central ID | PMC9957834 |
Open access | Published as ‘gold’ (paid) open access |
Page range | 1-18 |
Funder | Australian Research Council (ARC) |
Publisher's version | License File Access Level Open |
Output status | Published |
Publication dates | |
Online | 15 Feb 2023 |
Publication process dates | |
Accepted | 10 Feb 2023 |
Deposited | 07 Jul 2023 |
ARC Funded Research | This output has been funded, wholly or partially, under the Australian Research Council Act 2001 |
Grant ID | DP180100160 |
https://acuresearchbank.acu.edu.au/item/8z415/capturing-epistemic-reflexivity-for-teacher-educators-teaching-about-to-for-diversity-in-teacher-education
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Publisher's version
OA_LEstrange_2023_Capturing_epistemic_reflexivity_for_teacher_educators.pdf | |
License: CC BY-NC-ND 4.0 | |
File access level: Open |
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