Embedding epistemic insight (EI) in teacher training programmes in English universities: barriers and how to overcome them

Journal article


Billingsley, B., Riga, F., Gordon, A. and Windsor, Mark 2023. Embedding epistemic insight (EI) in teacher training programmes in English universities: barriers and how to overcome them. Teacher Development. https://doi.org/10.1080/13664530.2023.2236056
AuthorsBillingsley, B., Riga, F., Gordon, A. and Windsor, Mark
Abstract

Entrenched compartmentalisation of curriculum subjects and
‘teaching to the test’ can leave students with limited understanding of the nature and interaction of disciplines. The necessity of developing future teachers’ epistemic insight (EI) and equipping them with strategies to address the gaps between subjects has been pushed to the fore by challenges that emerged during the pandemic.

This article examines the extent to which epistemic insight is understood by Initial Teacher Education tutors and features in their programmes as well as their recommendations for increasing the inclusion of multidisciplinary approaches in education, based on qualitative and quantitative research. While initial findings revealed a poor understanding of EI, its importance was broadly acknowledged, and the follow-up survey revealed progress in the form of greater engagement with and inclusion of EI by tutors in teacher education. This research was done in the context of a new inspection framework distinguishing substantive and disciplinary knowledge.

KeywordsEducation
Year2023
JournalTeacher Development
PublisherInforma UK Limited
ISSN1366-4530
1747-5120
Digital Object Identifier (DOI)https://doi.org/10.1080/13664530.2023.2236056
Official URLhttps://www.tandfonline.com/doi/full/10.1080/13664530.2023.2236056?scroll=top&needAccess=true&role=tab
Related URLhttps://www.epistemicinsight.com
FunderTempleton World Charity Foundation
Publication dates
Online01 Sep 2023
Publication process dates
Deposited04 Sep 2023
Accepted11 Jan 2023
Supplemental file
File Access Level
Open
Output statusPublished
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