Nurturing epistemic agency through interdisciplinary enquiry
Written by: Caroline Thomas and Lee Hazeldine
9 min read
DR CAROLINE THOMAS AND DR LEE HAZELDINE, SENIOR LECTURERS IN EDUCATION, RESEARCHERS IN EPISTEMIC INSIGHT IN INITIAL TEACHER EDUCATION, CANTERBURY CHRIST CHURCH UNIVERSITY, UK
The OECD considers the development of epistemic knowledge an imperative for the 21st century (OECD, 2018, 2021). Epistemic knowledge describes what student-teachers and their pupils learn about the methods, processes and norms of thought related to distinct disciplines. Epistemic knowledge enables student-teachers and their pupils to think and act like scholars; they become effective epistemic agents. It provides relevance and purpose to their learning and develops ‘disciplinary knowledge’ (Ofsted, 2021). The Epistemic Insight (EI) initiative at Canterbury Christ Church University allows student-teachers to create pedagogies for developing pupils’ epistemic insight and agency in schools (Billingsley, Nassaji et al., 2018).
Three case studies illustrate how student-teachers become research-active practiti
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- Billingsley B et al. (2020) Essential Experiences in Science. Canterbury Christ Church University. Available at: https://www.epistemicinsight.com/ees-2/ (accessed 19 April 2023).
- Billingsley B, Nassaji M, Fraser S et al. (2018) A framework for teaching epistemic insight in schools. Research in Science Education 48: 1115–1132.
- Ofsted (2021) Curriculum research reviews. Available at: www.gov.uk/government/collections/curriculum-research-reviews (accessed 10 July 2021).
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