There is growing evidence to suggest that teachers’ personal epistemologies influence how they engage in teaching in classroom contexts, but especially in terms of curriculum and pedagogical choices made by the teacher to optimize deeper learning (Brownlee & Berthelsen, 2005; Hofer, 2001; Maggioni & Parkinson, 2008). Given these important connections to teaching and learning it is important to find ways to promote more sophisticated personal epistemologies in teacher education programs (Brownlee, Schraw & Berthelsen, 2011; Kang, 2008). To date little research attention has been directed to the field of personal epistemology and teaching, and even less to the mechanisms of change. This chapter, drawing on research in this volume and evidence from the broader research field, seeks to address this gap by arguing that reflection and reflexivity are cornerstones in promoting change in teachers’ personal epistemologies, measuring personal epistemology, and in new ways of conceptualizing personal epistemology for teachers and teacher education. We describe a reflexivity framework for personal epistemology which provides a new way of thinking about changing personal epistemology in teaching contexts
