Files and links (2)
Published (Version of record)CC BY V4.0, Open Access
Published (Version of record)CC BY V4.0, Open
Journal article
How epistemic reflexivity enables teacher educators' teaching for diversity: Exploring a pedagogical framework for critical thinking
British Educational Research Journal, Vol.48(4), pp.684-703
08/2022
Metrics
211 File views/ downloads
65 Record Views
UN Sustainable Development Goals (SDGs)
This output has contributed to the advancement of the following goals:
Source: InCites
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.
Details
- Title
- How epistemic reflexivity enables teacher educators' teaching for diversity: Exploring a pedagogical framework for critical thinking
- Creators
- Jo Lunn Brownlee - Queensland University of TechnologyTerri Bourke - Queensland University of TechnologyLeonie Rowan - Griffith UniversityMary Ryan - Macquarie UniversityPeter Churchward - Queensland University of TechnologySue Walker - Queensland University of TechnologyLyra L'Estrange - Queensland University of TechnologyAnita Berge - University of StavangerEva Johansson - University of Stavanger
- Publication Details
- British Educational Research Journal, Vol.48(4), pp.684-703
- Publisher
- Wiley-Blackwell Publishing Ltd.
- Number of pages
- 20
- Grant note
- DP180100160 / Australian Research Council (ARC); Australian Research Council
- Identifiers
- 991013014098402368
- Copyright
- This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. © 2022 The Authors. British Educational Research Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association.
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article