Moving beyond reflection: Reflexivity and epistemic cognition in teaching and teacher education

Building on reflective practices and action taking as cornerstones of teacher education and professional development, we argue that epistemic reflexivity becomes a powerful tool for teachers to facilitate meaningful and sustainable change in their classroom teaching. In this introductory article, we provide an overview of epistemic reflexivity conceptualized in the 3R-EC Framework, briefly review key theories in teachers’ personal epistemology, and introduce the four core articles that comprise this special issue entitled “Changing epistemic cognition in teaching and teacher education: a focus on reflection and reflexivity”. Finally, we anticipate conceptual, empirical, methodological and educational opportunities that arise from the 3R-EC Framework