التفاصيل البيبلوغرافية
| العنوان: |
Shaping the Epistemology of Teacher Practice Through Reflection and Reflexivity. |
| المؤلفون: |
Hofer, Barbara K.1 (AUTHOR) bhofer@middlebury.edu |
| المصدر: |
Educational Psychologist. 2017, Vol. 52 Issue 4, p299-306. 8p. |
| مصطلحات موضوعية: |
*REFLEXIVITY, *THEORY of self-knowledge, *COGNITION, *CRITICAL thinking, *PSYCHOLOGY of teaching |
| مستخلص: |
Reflection on practice is a core principle for guiding improvement in professional work such as teaching and can be enhanced by reflection on epistemic cognition, the way we think about knowledge and knowing. Viewed as an intellectual virtue, a habit of mind, and a learnable skill, epistemic reflection can help teachers learn to critically question the source, certainty, reliability, and veracity of their own knowing. In this response to a set of articles on changing epistemic cognition through reflection and reflexivity, a case study of teaching educational psychology is provided as an example of putting these complex ideas into practice. Through such practices, instructors can also help future teachers learn to better understand and utilize empirical evidence as a knowledge basis for pedagogical decisions. [ABSTRACT FROM PUBLISHER] |
| قاعدة البيانات: |
Academic Search Index |
