Upgrading Professional Learning Communities to Enhance Teachers’ Epistemic Reflexivity About Self-regulated Learning

Shyam Barr, Helen Askell-Williams

Research output: A Conference proceeding or a Chapter in BookChapter

Abstract

Globalisation, the evolution of artificial intelligence, and information and communication technology are rapidly changing social and workforce landscapes. As a result, pre-service and in-service teacher education providers must prepare teachers to meet the needs of their students’ futures. This chapter argues for teacher education to reshape teachers’ epistemic cognition and epistemic reflection (i.e., key components of teachers’ identities) to deeply engage with the 21st century capability of self-regulated learning (SRL). We propose that epistemic reflexivity is a key process underpinning teachers’ decisions about whether and how to explicitly teach strategies for SRL. We introduce a new process–model of epistemic reflexivity and provide examples of how pre-service and in-service teacher educators can ‘upgrade’ professional learning communities to incorporate epistemic reflexivity as a core educative process. Additionally, we provide practical examples of implementing professional education for epistemic cognition and reflection.
Original languageEnglish
Title of host publicationTeacher Education in Globalised Times
Subtitle of host publicationLocal Responses in Action
EditorsJillian Fox, Colette Alexander, Tania Aspland
Place of PublicationSingapore
PublisherSpringer
Chapter19
Pages349-366
Number of pages18
ISBN (Electronic)9789811541230
ISBN (Print)9789811541247
DOIs
Publication statusPublished - 2020

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  • Cite this

    Barr, S., & Askell-Williams, H. (2020). Upgrading Professional Learning Communities to Enhance Teachers’ Epistemic Reflexivity About Self-regulated Learning. In J. Fox, C. Alexander, & T. Aspland (Eds.), Teacher Education in Globalised Times: Local Responses in Action (pp. 349-366). Springer. https://doi.org/10.1007/978-981-15-4124-7_19