Epistemic Reflexivity - Teacher Education about/to/for Diversity (ER-TED) framework applied to teaching for diversity

This dataset comprises a framework that is a visual representation of epistemic reflexivity, when applied to teaching for diversity in teacher education. It is referred to as 'Epistemic Reflexivity - Teacher Education about/to/for Diversity (ER-TED) framework applied to teaching for diversity'. Epistemic reflexivity (Lunn, Ferguson & Ryan, 2017) combines two theoretical approaches: epistemic cognition (Chinn et al., 2011 & 2014) and reflexivity (Archer, 2012).

The original framework, Epistemic Reflexivity - Teacher Education about/to/for Diversity (ER-TED) framework, can be found here.

References:

1. Archer, M. (2012). The reflexive imperative in late modernity. GB: Cambridge University Press - M.U.A.

2. Chinn, C.A., Buckland, L.A., & Samarapungavan, A. (2011). Expanding the dimensions of epistemic cognition: Arguments from philosophy and psychology. Educational Psychologist, 46, 141-167. https://doi.org/10.1080/00461520.2011.587722

3. Chinn, C. A., Rinehart, R. W., & Buckland, L. A. (2014). Epistemic cognition & evaluating information: Applying the AIR model of epistemic cognition. In D. Rapp & J. Braasch (Eds.), Processing inaccurate information: Theoretical & applied perspectives from cognitive science & the educational sciences (pp. 425-453). MIT Press.

4. Jo Lunn Brownlee, Leila E. Ferguson & Mary Ryan (2017) Changing Teachers' Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity, Educational Psychologist, 52:4, 242-252, DOI: 10.1080/00461520.2017.1333430

The framework is downloadable in .pdf format.

本数据集包含了一个框架，该框架是对教师教育中促进多样性的认识论反思的视觉呈现。该框架被称为“认识论反思——关于/针对/为多样性的教师教育（ER-TED）框架应用于多样性教学”。认识论反思（Lunn, Ferguson & Ryan, 2017）结合了两种理论方法：认识论认知（Chinn 等人，2011 & 2014）与反思性（Archer, 2012）。原始框架，即认识论反思——关于/针对/为多样性的教师教育（ER-TED）框架，可在以下链接找到。参考文献：

1. Archer, M. (2012). 后现代性中的反思性 imperative. 英国剑桥大学出版社 - M.U.A.

2. Chinn, C.A., Buckland, L.A., & Samarapungavan, A. (2011). 扩展认识论认知的维度：来自哲学和心理学方面的论证。教育心理学家，46，141-167. https://doi.org/10.1080/00461520.2011.587722

3. Chinn, C. A., Rinehart, R. W., & Buckland, L. A. (2014). 认识论认知与信息评估：应用认识论认知的 AIR 模型。在 D. Rapp & J. Braasch (编者)，处理不准确信息：认知科学与教育科学的理论与应用视角（第 425-453 页）。麻省理工学院出版社。

4. Jo Lunn Brownlee, Leila E. Ferguson & Mary Ryan (2017) 改变教师的认识论认知：认识论反思的新概念框架，教育心理学家，52:4，242-252，DOI：10.1080/00461520.2017.1333430

该框架可供下载，格式为 .pdf。