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The role of epistemic cognition in teacher learning and praxis
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The role of epistemic cognition in teacher learning and praxis (2016)The role of epistemic cognition in teache…The AIR and Apt-AIR Frameworks of Epistemic Performance and Growth: Reflections on Educational Theory Development (2024)The AIR and Apt-AIR Framework…University students’ epistemic profiles, conceptions of learning, and academic performance (2020)University students’ epistemi…The "tipping point" for educational research: The role of pre-service science teachers’ epistemic beliefs in evaluating the professional utility of educational research (2020)The "tipping point" for educa…Pedagogical knowledge in English language teaching: A lifelong-learning, complex-system perspective (2020)Pedagogical knowledge in Engl…Teachers' Epistemic Cognition in the Context of Dialogic Practice: A Question of Calibration? (2017)Teachers' Epistemic Cognition…Teachers' Epistemic Cognition in Classroom Assessment (2017)Teachers' Epistemic Cognition…Pre-service teachers’ perceived value of general pedagogical knowledge for practice: Relations with epistemic beliefs and source beliefs (2017)Pre-service teachers’ perceiv…Thought and language (1962)Mind in Society: The Development of Higher Psychological Processes (1978)The Reflective Practitioner: How Professionals Think in Action (1985)Changes in teachers’ epistemic cognition about self–regulated learning as they engaged in a researcher-facilitated professional learning community (2019)Designing and Conducting Mixed Methods Research (2007)Unpacking complex phenomena through qualitative inquiry: The case of teacher identity research (2020)Those Who Understand: Knowledge Growth in Teaching (1986)Knowledge and Teaching:Foundations of the New Reform (1987)Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development (2006)Qualitative Quality: Eight “Big-Tent” Criteria for Excellent Qualitative Research (2010)School Teacher: A Sociological Study. (1976)Those Who Understand: Knowledge Growth in Teaching (1986)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)Epistemic Beliefs in Science—A Systematic Integration of Evidence From Multiple Studies (2022)Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. (1979)Epistemic Injustice (2007)Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020)
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  • 2020University students’ epistemic profiles, conceptions of learning, and academic performance60 cited
  • 2017Teachers' Epistemic Cognition in the Context of Dialogic Practice: A Question of Calibration?48 cited
  • 2017Teachers' Epistemic Cognition in Classroom Assessment45 cited
  • 2017Pre-service teachers’ perceived value of general pedagogical knowledge for practice: Relations with epistemic beliefs and source beliefs44 cited
  • 2024The AIR and Apt-AIR Frameworks of Epistemic Performance and Growth: Reflections on Educational Theory Development40 cited
  • 2020The "tipping point" for educational research: The role of pre-service science teachers’ epistemic beliefs in evaluating the professional utility of educational research39 cited
  • 2020Pedagogical knowledge in English language teaching: A lifelong-learning, complex-system perspective33 cited

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