Variations in Teachers’ Practical Conceptions of Epistemic Agency

Susan Kelly, Nitasha Mathayas, Nessrine Machaka, Jacqueline Chis, Christina Krist

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

While the goal of supporting students’ epistemic agency has gained attention in the literature, little empirical research has examined the complex work of teaching involved in doing so. This study examines four teachers’ practical conceptions of epistemic agency: the images of practice they associate with what “students participating with epistemic agency” looks like. To do this, we interviewed teachers before and after they enacted science units that they had designed with the goal of supporting students’ epistemic agency. We present four key constructs involved in teachers’ practical conceptions (coherence, flexibility, relevance, and student participation) and show how each teacher uniquely described these constructs in their teaching. This study is a starting point for characterizing the multidimensional work involved in supporting students as epistemic agents, including ongoing tensions that were raised. We discuss the implications of this work for supporting teacher learning.
Original languageEnglish (US)
Title of host publicationThe Interdisciplinarity of the Learning Sciences
Subtitle of host publication14th International Conference of the Learning Sciences (ICLS) 2020
EditorsM Gresalfi, I S Horn
Volume4
DOIs
StatePublished - Jun 2020
EventInternational Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences - Vanderbilt University, Nashville, United States
Duration: Jun 19 2020Jun 23 2020
Conference number: 14

Conference

ConferenceInternational Conference of the Learning Sciences
Abbreviated titleICLS 2020
CountryUnited States
CityNashville
Period6/19/206/23/20

Keywords

  • teaching
  • teacher learning

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