Teachers as epistemic agents: A case study of interdisciplinary pedagogy

Vered Resnick*, Yifat Ben David Kolikant

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

This qualitative case study explores teachers' epistemic agency during the implementation of interdisciplinary pedagogy in an Israeli high school. We examined science teachers collaborating on curriculum design through observations of weekly meetings. Micro-analysis of a pivotal meeting uncovered conditions shaping teachers' epistemic agency. Our findings reveal two central themes: ‘fragile knowledge’ and ‘forward motion’, illustrating how teachers navigate uncertainty and construct new knowledge. We introduce a novel framework for understanding epistemic agency development, comprising four key elements: epistemic disruption, interaction, autonomy and epistemic stance. This framework provides a lens for analysing and fostering teachers' epistemic agency, with implications for teacher development in interdisciplinary contexts.

Original languageEnglish
JournalBritish Educational Research Journal
DOIs
StateAccepted/In press - 2025

Bibliographical note

Publisher Copyright:
© 2025 The Author(s). British Educational Research Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association.

Keywords

  • epistemic agency
  • interdisciplinary pedagogy
  • knowledge construction
  • teacher development

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