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.29-54 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kindlinger, Marcus)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1618-5293
Schlagwörter	Teacher Education Programs; Teacher Effectiveness; Schemata (Cognition); Epistemology; Social Sciences; Teaching Methods; Teacher Competencies; Preservice Teacher Education; Reflective Teaching + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Cognition; Schema; Kognition; Erkenntnistheorie; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst; Lehramtsstudiengang; Lehrerausbildung
Abstract	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. (As Provided).
Anmerkungen	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/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01