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− Issues perceived to be the most controversial were topics from the 20th century. − Teachers’ views on history are often not reflective; epistemic cognition is influenced by epistemic aims and is also topic specific. − It is important to concentrate on more complex epistemological interpretation schemata concerning history and learning and the connections between them in teacher training. Purpose: The purpose of this study was to discover topics in history education in Estonia that are perceived to be controversial, and to analyse how teachers’ epistemic cognition is reflected in the teaching of issues perceived to be controversial. Design/methodology/approach: Qualitative research based on group and individual interviews with 12 teachers, plus data from lesson observations among 10 participants. Findings: Issues perceived to be the most controversial are topics from the 20th century. The reflection of epistemic cognition in practice is a result of a complex interplay between knowledge and knowing related beliefs and processes. Research limitations: The small number of participants (12). Developed categories must be considered with caution as exploratory findings [ABSTRACT FROM AUTHOR]

• Issues perceived to be the most controversial were topics from the 20th century. • Teachers’ views on history are often not reflective; epistemic cognition is influenced by epistemic aims and is also topic specific. • It is important to concentrate on more complex epistemological interpretation schemata concerning history and learning and the connections between them in teacher training. Purpose: The purpose of this study was to discover topics in history education in Estonia that are perceived to be controversial, and to analyse how teachers’ epistemic cognition is reflected in the teaching of issues perceived to be controversial. Design/methodology/approach: Qualitative research based on group and individual interviews with 12 teachers, plus data from lesson observations among 10 participants. Findings: Issues perceived to be the most controversial are topics from the 20th century. The reflection of epistemic cognition in practice is a result of a complex interplay between knowledge and knowing related beliefs and processes. Research limitations: The small number of participants (12). Developed categories must be considered with caution as exploratory findings

Purpose: This article argues that in social science teacher education general demands for teacher reflection overlap with subject-specific reflective demands. This calls for conceptual frameworks that account for an extended reflectivity, encompassing both teacher reflection and the subject-specific approach to representing controversial issues. Approach: Concepts of reflective practice and meta-reflexivity in teacher education are presented, and a discussion is provided regarding the challenges inherent in teaching social sciences as a multidisciplinary subject. Furthermore, aspects of meta-reflectivity are identified in a German teacher competence framework (PKP). To enable a broader analysis, frameworks from the field of epistemic cognition are introduced. Findings: Utilizing frameworks of epistemic cognition enables a detailed investigation of how social science teachers manage subject-specific challenges. Epistemic reflexivity offers a concept of teacher reflection that enables a new perspective on connecting theoretical reflection in pre-service teacher education programs with later reflective practice. [ABSTRACT FROM AUTHOR]

Keywords: meta-reflexivity, epistemic reflexivity, epistemic cognition, reflective practice, social science teacher education • Social science requires a meta-reflexive approach to teacher education • Social science teachers manage subject-specific reflective demands • Meta-reflexivity can be conceptualized using epistemic cognition frameworks • Epistemic cognition frameworks expand on social science education competence models • Epistemic cognition gives a new perspective on reflective practice in social science education Purpose: This article argues that in social science teacher education general demands for teacher reflection overlap with subject-specific reflective demands. This calls for conceptual frameworks that account for an extended reflectivity, encompassing both teacher reflection and the subject-specific approach to representing controversial issues. Approach: Concepts of reflective practice and meta-reflexivity in teacher education are presented, and a discussion is provided regarding the challenges inherent in teaching social sciences as a multidisciplinary subject. Furthermore, aspects of meta-reflectivity are identified in a German teacher competence framework (PKP). To enable a broader analysis, frameworks from the field of epistemic cognition are introduced. Findings: Utilizing frameworks of epistemic cognition enables a detailed investigation of how social science teachers manage subject-specific challenges. Epistemic reflexivity offers a concept of teacher reflection that enables a new perspective on connecting theoretical reflection in pre-service teacher education programs with later reflective practice.