Exploring the development of pre-service teachers' epistemic agency in Chinese University knowledge building community

Abstract

Epistemic agency, the capacity to effectively engage with knowledge and understand its nature, is crucial for successful learning and problem-solving in today's complex world. This study explores the non-linear development of epistemic agency among pre-service teachers engaged in principle-based Knowledge Building (KB) activities on the Knowledge Forum (KF) platform within a Chinese university setting. By analyzing interaction data, notes, and reflective reports from 38 participants, the findings reveal a positive correlation between the development of epistemic agency and strategies for handling cognitive conflicts. The research highlights a transition from reliance on authoritative knowledge to confidence in personal KB, and from simplistic understanding of problems to critical thinking about complex issues. These insights provide empirical support for the design of teacher education curricula, emphasizing the importance of creating opportunities for pre-service teachers to manage cognitive conflicts, thereby fostering their growth in epistemic agency.