Abstract
In this study, we analyze teachers' participation in a professional learning (PL) workshop that aims to deepen teachers' pedagogical design capacity, with an emphasis on increasing students' epistemic agency. We describe the design of a four-day workshop, our analytic process, and how three teachers made sense of and deepened their sensemaking of students' epistemic agency. Although the three teachers began with different conceptions of epistemic agency, each of them shifted their conceptions over the course of the workshop, toward a deeper reflection of how talk, tasks, and teacher moves support or hamper opportunities to let students co-construct ideas. We conclude with a discussion of the implications and future directions for our work.