Leading transformation in ITE teaching within the EI consortium

Conference paper

Gordon, A.J. 2022. Leading transformation in ITE teaching within the EI consortium.
AuthorsGordon, A.J.
TypeConference paper
Description

Interdisciplinary teaching and learning has become a key aspect in developing innovative 21st century education.
Ofsted and OECD stress the importance of using knowledge across disciplines when solving current global
problems and trying to answer Big Questions. Epistemic insight or ‘knowledge about knowledge’, and how
disciplines work and interact, is an effective and innovative pedagogy to develop knowledge about nature of
disciplines, critical thinking and effective use of knowledge across them. The Epistemic Insight (EI) consortium
was formed and developed as a part of Epistemic Insight Initiative in 2019 and has grown to a collaboration of
10 universities providing initial teacher education (ITE). The consortium partners have co-created research and
research-informed, interactive teaching and learning resources to aid a holistic approach to Big Questions and
solving real-world problems. As consortium leader, I will share my experience of leading this transformation,
as well as research findings gathered collectively through working with tutors and ITE students across the
consortium (Primary and Secondary). The research within the consortium has led to the development of EI
among teacher trainees through participation in a variety of innovative workshops. The presentation will share
successful examples of implementation of EI into ITE curricula, using bespoke strategies and resources, which
developed teachers’ EI, curiosity, critical thinking and appreciation of how linking sciences with humanities may
inform our thinking.

KeywordsInterdisciplinary; Epistemic insight; Curriculum transformation; Initial teaching education; Teacher education; Consortium
Year2022
ConferenceEpistemic Insight Conference 2022: Transforming interdisciplinary learning through epistemically insightful curricula
Official URLhttps://www.epistemicinsight.com/conference-2022/
File
Publisher's version
File Access Level
Open
FunderTempleton World Charity Foundation (TWCF)
References

Billingsley, B., Nassaji, M., Abedin, M. (2017a), 'Entrenched compartmentalisation and students' abilities and levels of interest in science', School Science Review, 99 (367), pp. 26-31
Billingsley, B. (2017b) 'Teaching and learning about epistemic insight', School Science Review [Preprint]. Available at: https://www.ase.org.uk/journals/school-science-review/2017/06/365/ (Accessed: 30 April 2021).
Billingsley, B. et al. (2018) 'A Framework for Teaching Epistemic Insight in Schools', Research in Science Education, 48(6), pp. 1115–1131. doi:10.1007/s11165-018-9788-6.
Billingsley, B. and Hazeldine, L. (2020) 'Shattering the subject silos: learning about big questions and epistemic insights', Impact: Journal of the Chartered College of Teaching, Summer (Issue 9). Available at: https://impact.chartered.college/article/shattering-the-subject-silo... (Accessed: 21 November 2020).
LASAR Centre (Learning about Science and Religion). (2019a). Epistemic Insight Bubble Tool. Zenodo. https://doi.org/10.5281/zenodo.5221113
LASAR Centre (Learning about Science and Religion). (2019b). Epistemic Insight Discipline Wheel. Zenodo. https://doi.org/10.5281/zenodo.5220854
OECD (2018) OECD Future of Education and Skills 2030 - OECD Future of Education and Skills 2030. Available at: https://www.oecd.org/education/2030-project/ (Accessed: 1 May 2021).
OECD (2021) Embedding Values and Attitudes in Curriculum: Shaping a Better Future. OECD. doi:10.1787/aee2adcd-en.

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Deposited20 Sep 2022
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