Recent research points to the importance of teacher educators teaching for diversity in initial teacher education programmes. Teaching for diversity is an approach to teacher education in which an understanding of specialist literature and a focus on critical thinking supports a social justice agenda as opposed to merely using different tips and tricks to prepare future teachers for teaching diverse learners in the classroom. In this study, we explored how Australian and New Zealand teacher educators negotiated a social justice agenda in teacher education programmes, using a new transdisciplinary framework of epistemic reflexivity. The Epistemic Reflexivity for Teacher Education (ER-TED) framework draws on epistemic cognition (Clark Chinn’s Aims, Ideals, Reliable epistemic processes – AIR – framework) and Margaret Archer’s reflexivity to explore knowledge claims in teacher educators’ pedagogical decision-making. The findings identified how teacher educators in our study discerned and deliberated with respect to epistemic aims for justification, which involve transformative critical thinking and critical thinking for self. They reported good knowledge (ideals) as being scholarly in nature, and reliable epistemic processes based on higher-order thinking (analysis and evaluating competing ideas) or engaging with multiple perspectives. The teacher educators in our study are clear examples of how strong overall evaluative epistemic stances enable teaching for social justice. We argue that the ER-TED framework can help us as a profession to address teaching for diversity in teacher education programmes based on the belief that the pursuit of social justice requires an evaluativist epistemic stance.

中文翻译：

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认知反思如何使教师教育者的教学多样化：探索批判性思维的教学框架

最近的研究指出了教师教育者在初始教师教育计划中教学多样性的重要性。多元化教学是一种教师教育方法，其中对专业文献的理解和对批判性思维的关注支持社会正义议程，而不是仅仅使用不同的技巧和窍门来为未来的教师在课堂上教授多样化的学习者做好准备。在这项研究中，我们探讨了澳大利亚和新西兰的教师教育者如何利用认知反思的新跨学科框架在教师教育计划中协商社会正义议程。教师教育的认知反思（ER-TED）框架借鉴了认知认知（Clark Chinn's Aims，我交易，R可靠的认知过程 – AIR – 框架）和 Margaret Archer 在教师教育者的教学决策中探索知识主张的反思性。研究结果确定了我们研究中的教师教育者如何辨别和思考关于正当性的认知目标，其中包括变革性批判性思维和自我批判性思维。他们报告说，好的知识（理想）本质上是学术性的，以及基于高阶思维（分析和评估相互竞争的想法）或参与多种观点的可靠认识过程。我们研究中的教师教育者是强有力的整体评价认知立场如何促进社会正义教学的明显例子。我们认为 ER-TED 框架可以帮助我们作为一个职业来解决教学问题教师教育计划的多样性基于这样一种信念，即追求社会正义需要一种评估主义的认识立场。