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

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Abstract

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.

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Acknowledgment

We would like to acknowledge with gratitude the valuable guidance and insights offered by our developmental reviewers, Krista R. Muis and P. Karen Murphy.

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Authors and Affiliations

  1. College of Education, University of Maryland, 3304 Benjamin Building, College Park, MD, 20742-1131, USA

    Liliana Maggioni & Meghan M. Parkinson

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  1. Liliana Maggioni
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  2. Meghan M. Parkinson
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Correspondence to Liliana Maggioni.

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Maggioni, L., Parkinson, M.M. The Role of Teacher Epistemic Cognition, Epistemic Beliefs, and Calibration in Instruction. Educ Psychol Rev 20, 445–461 (2008). https://doi.org/10.1007/s10648-008-9081-8

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