Embedding epistemic insight (EI) in teacher training programmes in English universities: barriers and how to overcome them

ABSTRACT

Entrenched compartmentalisation of curriculum subjects and ‘teaching to the test’ can leave students with limited understanding of the nature and interaction of disciplines. The necessity of developing future teachers’ epistemic insight (EI) and equipping them with strategies to address the gaps between subjects has been pushed to the fore by challenges that emerged during the pandemic. This article examines the extent to which epistemic insight is understood by Initial Teacher Education tutors and features in their programmes as well as their recommendations for increasing the inclusion of multidisciplinary approaches in education, based on qualitative and quantitative research. While initial findings revealed a poor understanding of EI, its importance was broadly acknowledged, and the follow-up survey revealed progress in the form of greater engagement with and inclusion of EI by tutors in teacher education. This research was done in the context of a new inspection framework distinguishing substantive and disciplinary knowledge.

KEYWORDS:

• Epistemic insight
• disciplinary knowledge
• epistemology
• teacher education
• trainee teachers

Acknowledgments

We would like to thank the tutors who contributed to this study. The study reported in this paper derives from the ‘Epistemic Insight Initiative’ research project at the Learning about Science and Religion (LASAR) Research Centre.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary material

Supplemental data for this article can be accessed online at https://doi.org/10.1080/13664530.2023.2236056

Additional information

Funding

The project is supported by the Templeton World Charity Foundation [grant number TWCF0225].

Notes on contributors

Berry Billingsley

Berry Billingsley is Professor of Science Education and Director of the LASAR Centre at Canterbury Christ Church University

Fran Riga

Fran Riga is a Research Fellow at the University of Cambridge

Agnieszka J. Gordon

Agnieszka J. Gordon is a Senior Lecturer and LASAR Research Fellow at Canterbury Christ Church University

Mark Windsor

Mark Windsor is a LASAR Research Fellow at Canterbury Christ Church University