About the Project

This project investigates how teacher educators’ reflexive decision making enables them to prepare teachers for socially just teaching in diverse Australian classrooms. The project takes a transdisciplinary approach by bridging the fields of epistemic cognition and reflexive decision making to explore how rigorous teaching can be enacted in socially and culturally diverse classrooms. Expected outcomes include enhanced capacity of those preparing future teachers for new classroom conditions, which will provide benefits for a quality teaching workforce. It is also expected that the focus on epistemic reflexivity will lead to a reconceptualization of classroom readiness which engages classroom innovation.