The Role of Teacher Epistemic Cognition, Epistemic Beliefs, and Calibration in Instruction
The Role of Teacher Epistemic Cognition, Epistemic Beliefs, and Calibration in Instruction
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教师认知认知、认知信念和校准在教学中的作用
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
Meghan M. Parkinson
中科院分区：
文献类型：
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作者：
L. Maggioni;Meghan M. Parkinson
本文回顾了教师认识性认知，认识性信念和校准的文献，考虑这些结构和教学之间的关系，从实证研究中出现。在考虑如何这一机构的文献可以提高学生如何成为他们的学习过程的主人的理解，我们将简要回顾如何不同的理论框架概念化的认知，认知信念，校准和元认知，自我调节，自我调节学习之间的关系。研究的意义包括一个更微妙的概念化的认识信念和这些结构的理论整合。对实践的启示涉及教师知识、经验、认识性认知、认识性信念和校准之间的相互关系及其对教学实践的影响。讨论了教师教育和专业发展的作用。
This review examines the literature on teacher epistemic cognition, epistemic beliefs, and calibration to consider the relation between these constructs and instruction that emerged from empirical studies. In considering how this body of literature can enhance understanding of how students become masters of their learning processes, we will briefly review how different theoretical frameworks have conceptualized the relation between epistemic cognition, epistemic beliefs, calibration and metacognition, self-regulation, and self-regulated learning. Implications for research include a more nuanced conceptualization of epistemic beliefs and a theoretical integration of these constructs. Implications for practice regard the reciprocal relations between teachers’ knowledge, experience, epistemic cognition, epistemic beliefs, and calibration and their effects on pedagogical practices. The role of teachers’ education and professional development is discussed.