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Developing Teachers’ Epistemic Agency in a Knowledge Building Community through Cogenerative Dialogues

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Abstract

The aim of this study was to understand how cogenerative dialogues – reflectivedialogues involving both teachers and students directing at improving the learningenvironment – might aid in the development of teachers’ epistemic agency.To do so, we investigated how the epistemic agency of the teacher-participantsin a postgraduate knowledge building course is manifested through cogenerativedialogues. We were able to identify two broad categories of actions relatedto epistemic agency: knowledge actions and community actions. In addition,we also uncovered one factor that could influence how their epistemic agency ismanifested: their preoccupation with Knowledge Forum, an online forum toolused to support knowledge building.

References

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