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Perspective Transformation, Dialogic Feedback, and Epistemic Knowledge: A Case Study for the Pedagogical Justification of Knowledge Creation

Perspective Transformation, Dialogic Feedback, and Epistemic Knowledge: A Case Study for the Pedagogical Justification of Knowledge Creation

Catherine Hayes
Copyright: © 2024 |Pages: 18
ISBN13: 9798369308684|ISBN13 Softcover: 9798369348161|EISBN13: 9798369308691
DOI: 10.4018/979-8-3693-0868-4.ch001
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MLA

Hayes, Catherine. "Perspective Transformation, Dialogic Feedback, and Epistemic Knowledge: A Case Study for the Pedagogical Justification of Knowledge Creation." Transforming Education for Personalized Learning, edited by Afzal Sayed Munna, et al., IGI Global, 2024, pp. 1-18. https://doi.org/10.4018/979-8-3693-0868-4.ch001

APA

Hayes, C. (2024). Perspective Transformation, Dialogic Feedback, and Epistemic Knowledge: A Case Study for the Pedagogical Justification of Knowledge Creation. In A. Munna, H. Alharahsheh, A. Ferrazza, & A. Pius (Eds.), Transforming Education for Personalized Learning (pp. 1-18). IGI Global. https://doi.org/10.4018/979-8-3693-0868-4.ch001

Chicago

Hayes, Catherine. "Perspective Transformation, Dialogic Feedback, and Epistemic Knowledge: A Case Study for the Pedagogical Justification of Knowledge Creation." In Transforming Education for Personalized Learning, edited by Afzal Sayed Munna, et al., 1-18. Hershey, PA: IGI Global, 2024. https://doi.org/10.4018/979-8-3693-0868-4.ch001

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Abstract

Alongside an overview of knowledge in research-based practice, this chapter integrates a case study of doctoral education. The summation of the two provides an insight into how processes of perspective transformation can be integrated into the skills development of critical reflection and reflexivity, which characterise formative assessment and feedback in doctoral education. This is framed by interactive dialogue with module facilitators and serves to develop doctoral researcher capacity and capability in acknowledging researcher positionality in question-led research. Integrating perspective transformation both encourages and supports the theoretical underpinning of research design and methodology and permits delineation of epistemic, metacognitive, and cognitive approaches as interdependent lenses. The case study provides an opportunity to debate the concepts of personal and professional identity within doctoral research and uses formative assessment and feedback as the vehicle through which robust methodological design can be driven.

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