TY  - JOUR
AB  - Keywords: meta-reflexivity, epistemic reflexivity, epistemic cognition, reflective
practice, social science teacher education

Social science requires a meta-reflexive approach to teacher education
Social science teachers manage subject-specific reflective demands
Meta-reflexivity can be conceptualized using epistemic cognition frameworks
Epistemic cognition frameworks expand on social science education competence models
Epistemic cognition gives a new perspective on reflective practice in social science education

Purpose: This article argues that in social science teacher education general demands for teacher reflection overlap with subject-specific reflective demands. This calls for conceptual frameworks that account for an extended reflectivity, encompassing both teacher reflection and the subject-specific approach to representing controversial issues.
Approach: Concepts of reflective practice and meta-reflexivity in teacher education are presented, and a discussion is provided regarding the challenges inherent in teaching social sciences as a multidisciplinary subject. Furthermore, aspects of meta-reflectivity are identified in a German teacher competence framework (PKP). To enable a broader analysis, frameworks from the field of epistemic cognition are introduced.
Findings: Utilizing frameworks of epistemic cognition enables a detailed investigation of how social science teachers manage subject-specific challenges. Epistemic reflexivity offers a concept of teacher reflection that enables a new perspective on connecting theoretical reflection in pre-service teacher education programs with later reflective practice.
DA  - 2021-10-15
DO  - 10.11576/jsse-4087
LA  - eng
IS  - 3
PY  - 2021-10-15
SN  - 1618-5293
T2  - JSSE - Journal of Social Science Education
TI  - Meta-reflexivity and epistemic cognition in social science teacher education
UR  - https://doi.org/10.11576/jsse-4087
Y2  - 2025-04-07T12:16:09
ER  -