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Epistemic Insight

The Epistemic Insight Initiative is carrying out ground-breaking research and curriculum innovation to help students of all ages to ask and explore Big Questions. These are questions like, Can a robot own its own ideas? Is it true that you are what you eat? Why does the Earth exist?

Epistemic insight means ‘knowledge about knowledge’. University students, tutors, teachers and researchers are co-creating strategies that encourage curiosity about Big Questions and critical thinking about the nature of knowledge.

  
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Dr Rebecca Austin

Senior Lecturer in Education
Rebecca Austin is the Primary English Team Leader within the Faculty of Education at Canterbury Christ Church University. She is the author of a range of publications, including Researching Primary Education  (2016). Rebecca teaches Primary English across a range of initial teacher education programmes as well as at Masters and Doctoral level. Rebecca provides staff development for schools in relation to Primary English and learning outside the classroom.

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Karl Bentley

Senior Lecturer
Karl Bentley is the Programme Director for PGCE 7-14 as well as teaching Science, Computing, History, Schools of the Past, Present and Future as Education and Academic studies and Enhanced Studies across full-time and part-time ITE courses. Karl works as part of the Epistemic Insight Initiative team looking at how students' reasoning on question can bridge subject compartments and how we can more effectively develop students' expressed curiosity in Big Questions helping them to gain epistemic insight and a range of ways to understand the relationships between areas of knowledge.

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Dr Virginia Bower

Senior Lecturer in Education
Virginia Bower facilitates the Your Programme Your Opportunities provision within the Faculty of Education. This provision provides trainee teachers with a range of learning resources and webinars to extend their understanding of Epistemic Insight strategies.

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Lizzie Burton

Senior Lecturer in Education
Lizzie Burton is a Senior Lecturer in Secondary History Education and a Senior Fellow of the HEA. Epistemic Insight research was incorporated into the Collaborative Teaching Phase and Subject Pedagogy modules. Secondary trainee teachers upon the Secondary PGCE programme conducted research into cross-disciplinary learning and Epistemic Insight.

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Dr Gina Donaldson

Senior Lecturer in Education
During the Curriculum and Pedagogy module upon the PGCE Primary programme, trainee teachers explore how curricula are constructed and how this links to the ways in which the curriculum is delivered and experienced across primary provision. Gina Donaldson is a Senior Lecturer in Education and the Curriculum Team Leader for Primary Mathematics at Canterbury Christ Church University. She has a BEd (Cantab) in Mathematics and Education, an MA in Education and an Ed. D including research into deep subject knowledge of mathematics.  She also leads mathematics specialist routes into Initial Teacher Education. She is particularly interested in children’s mathematical thinking and the mathematical knowledge of primary teachers.

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Georgina Gosden

Senior Lecturer in Education
Georgina Gosden is the Assistant Director of Childhood Studies and Education Suite and Inclusion Lead for Undergraduate Programmes (Faculty of Education Academic Programmes). On the From Learning to Labour and Research Methods and Design modules upon the programme, students are given the opportunity to engage in active research in which to explore how teaching a learning theme using a cross disciplinary approach might enhance pupils’ understanding of the power and limitations of knowledge within a range of different disciplines

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Dr Lee Hazeldine

Senior Lecturer in Education
Lee Hazeldine is an Epistemic Insight Initiative Research Fellow, Level 5 Lead on the BA Part-time in Primary Education and Module Lead for Rethinking Teaching, Learning and Assessment. During the Research and Enquiry in Education module, trainee teachers conducted research into cross-disciplinary learning and Epistemic Insight. The module required trainee teachers to generate an independent research project based on these themes and consider the relevant research methodologies and ethical issues relevant to  their chosen topic of study.

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Joy Mower

Senior Lecturer in Education
Joy Mower is a Senior Lecturer at CCCU teaching across Primary ITE programmes. During the Exploring Curriculum Pedagogy module, teachers explored how curricula are constructed (including the ‘hidden curriculum’) and how this links to the ways in which the curriculum is delivered and experienced across all primary age phases. As part of this process, trainee teachers explored the rich interconnectedness of subjects within curricular frameworks.

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Prof Angela Pickard

Professor of Dance Education
What is disciplinary knowledge in dance? How does one think like a dancer and/or choreographer? We wanted to investigate what questions Dance Education students asked, what research and methods they used as they created a piece of choreography, and how dance knowledge interacted with knowledge from other disciplines.

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Dr Dani Shalet

Research Fellow and Associate Lecturer in Education
Dani is a Research Fellow and Associate Lecturer in Education. Dani teaches on the Secondary PGCE Research and Enquiry in Education module. During this module, Dani provided student teachers with the opportunity to explore issues related to COVID 19 and their implications for the national curriculum.

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Dr Paula Stone

Senior Lecturer in Education
Paula Stone is a Senior Lecturer in Education working with student teachers and teachers on postgraduate and Master’s programmes. As part of the Practitioner Research in Education module, student teachers are introduced to the principles of epistemic understanding and the importance of being a research-engaged practitioner.

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Caroline Thomas

Senior Lecturer in Education
Caroline Thomas is a Senior Lecturer in Primary Education and a former headteacher of two primary schools. Her research seeks to explore primary trainees’ knowledge and understanding of epistemic insight. This includes their understanding of the nature of science in the real world and in multidisciplinary arenas. A particular focus is on trainee teachers’ understanding of the importance and limitations of observation in science.

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Last edited: 11/08/2021 10:07:00