Event Title
Epistemological reflection in contemporary teachers’ training – innovation or cultural necessity?
Document Type
Event
Start Date
17-10-2016 10:00 AM
Description
Educational system of teachers training in Poland is focused on developing professional competencies, mainly didactic competencies directly involved in the process of teaching particular school subjects. The absent element is metacognitive awareness defined as an ability to critically reflect on the course and effectiveness of one’s own thinking – awareness which stands at the core of teachers’ professional development. The aim of this presentation is to examine the essence and dimensions of epistemological reflection, to explain its influence on teachers’ personal theories and hi dden presumptions concerning knowledge and learning. The role of teachers’ personal epistemology in building classroom learning culture will be explained. Theoretical considerations will be illustrated with examples of students’ drawings and statements, collected during pilot study on future teachers’ concepts of cognition.
Recommended Citation
Zdybel, Dorota, "Epistemological reflection in contemporary teachers’ training – innovation or cultural necessity?" (2016). Center for Global Curriculum Studies Symposium. 14.
https://digitalcommons.spu.edu/globalcurriculumsymposium/gcs2016/gcs2016_events/14
Epistemological reflection in contemporary teachers’ training – innovation or cultural necessity?
Educational system of teachers training in Poland is focused on developing professional competencies, mainly didactic competencies directly involved in the process of teaching particular school subjects. The absent element is metacognitive awareness defined as an ability to critically reflect on the course and effectiveness of one’s own thinking – awareness which stands at the core of teachers’ professional development. The aim of this presentation is to examine the essence and dimensions of epistemological reflection, to explain its influence on teachers’ personal theories and hi dden presumptions concerning knowledge and learning. The role of teachers’ personal epistemology in building classroom learning culture will be explained. Theoretical considerations will be illustrated with examples of students’ drawings and statements, collected during pilot study on future teachers’ concepts of cognition.