@inproceedings{10adf3abbb8c4e56875b0778a0a5fa53,
title = "Variations in Teachers{\textquoteright} Practical Conceptions of Epistemic Agency",
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.",
keywords = "Curriculum enactment, Epistemic agency, Science education, Teacher learning",
author = "Susan Kelly and Nitasha Mathayas and Nessrine Machaka and Jacqueline Chis and Christina Krist",
note = "Funding Information: Thanks to Barbara Hug for her helpful contributions, and to the teachers that generously shared their classrooms with us. This research was supported by the University of Illinois Campus Research Board Award RB18139 granted to Christina Krist, and by the National Institute of General Medical Sciences, the National Institutes of Health Award R25OD020203. The findings of this paper reflect the ideas of the authors, and do not represent the official views of the above organizations. Publisher Copyright: {\textcopyright} 2020 International Society of the Learning Sciences (ISLS). All rights reserved.; 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 ; Conference date: 19-06-2020 Through 23-06-2020",
year = "2020",
month = jun,
doi = "10.22318/icls2020.2030",
language = "English (US)",
series = "Computer-Supported Collaborative Learning Conference, CSCL",
publisher = "International Society of the Learning Sciences (ISLS)",
pages = "2030--2037",
editor = "Melissa Gresalfi and Horn, {Ilana Seidel}",
booktitle = "14th International Conference of the Learning Sciences",
}