Meta-reflexivity and epistemic cognition in social science teacher education.

Autor/in	Kindlinger, Marcus
Titel	Meta-reflexivity and epistemic cognition in social science teacher education.
Quelle	In: Journal of social science education, 20 (2021) 3, S. 29-54Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Internetadressen; grafische Darstellung
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1439-6246; 1618-5293
Schlagwörter	Kompetenz; Kognition; Kognition; Praxis; Sozialwissenschaften; Unterricht; Erkenntnistheorie; Kompetenz; Reflexivität; Lehrerausbildung; Unterricht; Erkenntnistheorie; Reflexion (Phil); Sozialwissenschaften; Fachspezifik; Herausforderung; Konzept; Praxis; Reflexivität
Abstract	Social science requires a meta-reflexive approach to teacher education. Social science teachers manage subject-specific reflective demands Meta-reflexivity can be conceptualized using epistemic cognition frameworks. Epistemic cognition frameworks expand on social science education competence models. Epistemic cognition gives a new perspective on reflective practice in social science education. 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. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2023/1