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dc.contributor.authorBarr, Shyamen_US
dc.contributor.authorAskell-Williams, Helenen_US
dc.date.accessioned2019-04-11T22:50:03Z
dc.date.available2019-04-11T22:50:03Z
dc.date.issued2019-04-09
dc.identifier.citationBarr, S., & Askell-Williams, H. (2019). Changes in teachers’ epistemic cognition about self–regulated learning as they engaged in a researcher-facilitated professional learning community. Asia-Pacific Journal of Teacher Education, 1–26. https://doi.org/10.1080/1359866x.2019.1599098en_US
dc.identifier.issn1359-866X
dc.identifier.urihttp://hdl.handle.net/2328/39129
dc.description“This is an Accepted Manuscript of an article published by Taylor & Francis in Asia-Pacific Journal of Teacher Education on 9th April 2019, available online: http://www.tandfonline.com/10.1080/1359866X.2019.1599098.” This author accepted manuscript is made available following 18 month embargo from date of publication (April 2019) in accordance with the publisher’s archiving policyen_US
dc.description.abstractResearch into teachers’ epistemic cognition is emerging as a key to understanding the quality of teachers’ knowledge for teaching. Typically, investigations into the quality of teachers’ knowledge have been situated within traditional subject areas, such as science or maths. However, developing good quality teacher knowledge about improving students’ abilities to engage in self-regulated learning (SRL), across subject areas, is equally important. Studies have demonstrated gaps in teachers’ knowledge and epistemic beliefs about SRL – the foundations for teachers’ epistemic cognition about SRL. This paper introduces a model of teachers’ epistemic cognition about SRL, and reports a micro-analytic study with four secondary science teachers who undertook a 12-week researcher-facilitated Professional Learning Community (PLC). Thematic and numerical analysis of interviews and lesson plans indicated that the PLC facilitated teachers’ reflexive examination of their knowledge and their epistemic beliefs about SRL. Improvements in SRL content knowledge, pedagogical content knowledge and constructivist beliefs were observed consistently for three of the four teachers. Providing opportunities, such as a facilitated PLC, to enable teachers to reflexively examine their epistemic cognition about a generic subject such as SRL, may be a necessary step in translating research about learning and instruction into classroom practices.en_US
dc.language.isoenen_US
dc.publisherTaylor & Francisen_US
dc.rights© 2019 Australian Teacher Education Associationen_US
dc.subjectEpistemic Cognitionen_US
dc.subjectEpistemic Reflexivityen_US
dc.subjectSelf-Regulated Learningen_US
dc.subjectTeacher knowledgeen_US
dc.subjectTeachers’ epistemic beliefsen_US
dc.subjectProfessional learning communitiesen_US
dc.subjectProfessional educationen_US
dc.titleChanges in teachers’ epistemic cognition about self–regulated learning as they engaged in a researcher-facilitated professional learning communityen_US
dc.typeArticleen_US
dc.identifier.doihttps://doi.org/10.1080/1359866x.2019.1599098en_US
dc.rights.holderAustralian Teacher Education Associationen_US
dc.rights.licenseIn Copyright
local.contributor.authorOrcidLookupBarr, Shyam: http://orcid.org/0000-0002-8366-6582en_US
local.contributor.authorOrcidLookupAskell-Williams, Helen: https://orcid.org/0000-0002-1071-5216en_US


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