Educational Psychology Review

, Volume 20, Issue 4, pp 445–461

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

Review Article

DOI: 10.1007/s10648-008-9081-8

Cite this article as:
Maggioni, L. & Parkinson, M.M. Educ Psychol Rev (2008) 20: 445. doi:10.1007/s10648-008-9081-8


This review examines the literature on teacher epistemic cognition, epistemic beliefs, and calibration to consider the relation between these constructs and instruction that emerged from empirical studies. In considering how this body of literature can enhance understanding of how students become masters of their learning processes, we will briefly review how different theoretical frameworks have conceptualized the relation between epistemic cognition, epistemic beliefs, calibration and metacognition, self-regulation, and self-regulated learning. Implications for research include a more nuanced conceptualization of epistemic beliefs and a theoretical integration of these constructs. Implications for practice regard the reciprocal relations between teachers’ knowledge, experience, epistemic cognition, epistemic beliefs, and calibration and their effects on pedagogical practices. The role of teachers’ education and professional development is discussed.


Epistemic cognitionEpistemic beliefsCalibrationInstructionTeachers

Supplementary material

10648_2008_9081_MOESM1_ESM.doc (86 kb)

Copyright information

© Springer Science+Business Media, LLC 2008

Authors and Affiliations

  1. 1.College of EducationUniversity of MarylandCollege ParkUSA