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.
|Title of host publication||Teacher Education in Globalised Times|
|Subtitle of host publication||Local Responses in Action|
|Editors||Jillian Fox, Colette Alexander, Tania Aspland|
|Place of Publication||Singapore|
|Number of pages||18|
|Publication status||Published - 2020|
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