The Role of Teacher Epistemic Cognition, Epistemic Beliefs, and Calibration in Instruction

By L. Maggioni, Meghan M. Parkinson. 2008

161 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f6575c2f7a171cb0a5ba3d3e4321cc61b2b1c479

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Relationships between Metacognition, Self-efficacy and Self-regulation in Learning (2013, background): “In the field of self-regulation the relationships that this construct has with other important components of the learning process, such as metacognition (Fox & Riconscente, 2008), self-learning and self-regulated learning (Maggioni & Parkinson, 2008; Winters et al., 2008), were investigated.”
Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations (2008, background): “Maggioni and Parkinson (2008) contend that there also exists a disconnect between teachers’ beliefs and their pedagogical practices.”
Changing Teachers' Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity (2017, background): “Maggioni and Parkinson (2008) also argued that teachers could be supported in the process of calibrating their epistemic beliefs with their teaching practices, by providing them with help to understand the variations between their beliefs and practices.”
Clarifying Metacognition, Self-Regulation, and Self-Regulated Learning: What’s the Purpose? (2008, background): “Importantly, epistemological beliefs concerning these “objects” would be an important category within which to seek relevant dimensions (Maggioni and Parkinson 2008).”
The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners (2012, background): “…learn, as well as teachers’ own epistemic beliefs about knowledge, influence the types of instructional practices that they use in classrooms (Maggioni & Parkinson, 2008), consequently, in order to ensure that science teachers choose appropriate instructional practices during daily…”
What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students’ Self-Regulation (2012, background): “Teacher knowledge and beliefs on fostering self-regulated learning when looking at teacher beliefs on pedagogical practice, most studies distinguish between two dichotomous concepts: constructivist versus empiricist (also traditional) views on learning [24].”