ERIC Number: EJ1319359
Record Type: Journal
Publication Date: 2021
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1618-5293
EISSN: N/A
Available Date: N/A
Meta-Reflexivity and Epistemic Cognition in Social Science Teacher Education
Journal of Social Science Education, v20 n3 p29-54 2021
Purpose: This article argues that in social science teacher education general demands for teacher reflection overlap with subject-specific reflective demands. This calls for conceptual frameworks that account for an extended reflectivity, encompassing both teacher reflection and the subject-specific approach to representing controversial issues. Approach: Concepts of reflective practice and meta-reflexivity in teacher education are presented, and a discussion is provided regarding the challenges inherent in teaching social sciences as a multidisciplinary subject. Furthermore, aspects of meta-reflectivity are identified in a German teacher competence framework (PKP). To enable a broader analysis, frameworks from the field of epistemic cognition are introduced. Findings: Utilizing frameworks of epistemic cognition enables a detailed investigation of how social science teachers manage subject-specific challenges. Epistemic reflexivity offers a concept of teacher reflection that enables a new perspective on connecting theoretical reflection in pre-service teacher education programs with later reflective practice.
Descriptors: Teacher Education Programs, Teacher Effectiveness, Schemata (Cognition), Epistemology, Social Sciences, Teaching Methods, Teacher Competencies, Preservice Teacher Education, Reflective Teaching
Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://www.jsse.org/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A