Changes in teachers’ epistemic cognition about self–regulated learning as they engaged in a researcher-facilitated professional learning community

dc.contributor.author Barr, Shyam en_US
dc.contributor.author Askell-Williams, Helen en_US
dc.date.accessioned 2019-04-11T22:50:03Z
dc.date.available 2019-04-11T22:50:03Z
dc.date.issued 2019-04-09
dc.description “This is an Accepted Manuscript of an article published by Taylor & Francis in Asia-Pacific Journal of Teacher Education on 9th April 2019, available online: http://www.tandfonline.com/10.1080/1359866X.2019.1599098.” This author accepted manuscript is made available following 18 month embargo from date of publication (April 2019) in accordance with the publisher’s archiving policy en_US
dc.description.abstract Research into teachers’ epistemic cognition is emerging as a key to understanding the quality of teachers’ knowledge for teaching. Typically, investigations into the quality of teachers’ knowledge have been situated within traditional subject areas, such as science or maths. However, developing good quality teacher knowledge about improving students’ abilities to engage in self-regulated learning (SRL), across subject areas, is equally important. Studies have demonstrated gaps in teachers’ knowledge and epistemic beliefs about SRL – the foundations for teachers’ epistemic cognition about SRL. This paper introduces a model of teachers’ epistemic cognition about SRL, and reports a micro-analytic study with four secondary science teachers who undertook a 12-week researcher-facilitated Professional Learning Community (PLC). Thematic and numerical analysis of interviews and lesson plans indicated that the PLC facilitated teachers’ reflexive examination of their knowledge and their epistemic beliefs about SRL. Improvements in SRL content knowledge, pedagogical content knowledge and constructivist beliefs were observed consistently for three of the four teachers. Providing opportunities, such as a facilitated PLC, to enable teachers to reflexively examine their epistemic cognition about a generic subject such as SRL, may be a necessary step in translating research about learning and instruction into classroom practices. en_US
dc.identifier.citation Barr, S., & Askell-Williams, H. (2019). Changes in teachers’ epistemic cognition about self–regulated learning as they engaged in a researcher-facilitated professional learning community. Asia-Pacific Journal of Teacher Education, 1–26. https://doi.org/10.1080/1359866x.2019.1599098 en_US
dc.identifier.doi https://doi.org/10.1080/1359866x.2019.1599098 en_US
dc.identifier.issn 1359-866X
dc.identifier.uri http://hdl.handle.net/2328/39129
dc.language.iso en en_US
dc.publisher Taylor & Francis en_US
dc.rights © 2019 Australian Teacher Education Association en_US
dc.rights.holder Australian Teacher Education Association en_US
dc.rights.license In Copyright
dc.subject Epistemic Cognition en_US
dc.subject Epistemic Reflexivity en_US
dc.subject Self-Regulated Learning en_US
dc.subject Teacher knowledge en_US
dc.subject Teachers’ epistemic beliefs en_US
dc.subject Professional learning communities en_US
dc.subject Professional education en_US
dc.title Changes in teachers’ epistemic cognition about self–regulated learning as they engaged in a researcher-facilitated professional learning community en_US
dc.type Article en_US
local.contributor.authorOrcidLookup Barr, Shyam: http://orcid.org/0000-0002-8366-6582 en_US
local.contributor.authorOrcidLookup Askell-Williams, Helen: https://orcid.org/0000-0002-1071-5216 en_US
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