Latest publication now available

Our latest paper, How epistemic reflexivity enables teacher educators’ teaching for diversity: exploring a pedagogical framework for critical thinking, is now available. The findings in the paper identify how teacher educators discern and deliberate with respect to epistemic aims for justification, which involve transformative critical thinking and critical thinking for self. They report good knowledge (Ideals) as being scholarly in nature, and reliable epistemic processes based on higher order thinking (analysis and evaluating competing ideas) or engaging with multiple perspectives. The teacher educators in our study are clear examples of how strong overall evaluative epistemic stances enable teaching for social justice. We argue that the ER-TED framework can help us as a profession to address teaching for diversity.

Details of the paper can be found on the publications page.

It is an open access paper.

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