How epistemic reflexivity enables teacher educators’ teaching <i>for</i> diversity: Exploring a pedagogical framework for critical thinking-Reference-Cited by-同舟云学术

How epistemic reflexivity enables teacher educators’ teaching for diversity: Exploring a pedagogical framework for critical thinking

Published:2022-04-02 Issue:4 Volume:48 Page:684-703
ISSN:0141-1926
Container-title:British Educational Research Journal
language:en
Short-container-title:British Educational Res J

Author:

Lunn Brownlee Jo¹^ORCID,Bourke Terri¹^ORCID,Rowan Leonie²^ORCID,Ryan Mary³^ORCID,Churchward Peter¹^ORCID,Walker Sue¹^ORCID,L’Estrange Lyra¹^ORCID,Berge Anita⁴^ORCID,Johansson Eva⁴^ORCID

Affiliation:

1. Queensland University of Technology Brisbane Queensland Australia

2. Griffith University Southport Queensland Australia

3. Macquarie University Sydney New South Wales Australia

4. University of Stavanger Stavanger Norway

Funder

Australian Research Council

Publisher

Wiley

Subject

Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/berj.3789

Reference27 articles.

1. Teaching for Diversity and Social Justice

2. The Reflexive Imperative in Late Modernity

3. Critical teacher education and the politics of teacher accreditation: Are we practicing what we preach?;Aronson B.;Journal for Critical Education Policy Studies (JCEPS),2013

4. Upgrading Professional Learning Communities to Enhance Teachers’ Epistemic Reflexivity About Self-regulated Learning

5. Emerging issues of teaching and social justice in Greater China: Neoliberalism and critical pedagogy in Hong Kong

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