| Description |
1 online resource (651 pages) |
| Series |
Professional and Practice-based Learning ; v. 14 |
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Professional and practice-based learning.
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| Contents |
Series Editors ́Foreword; Acknowledgements; Contents; About the Authors; Chapter 1: Introduction; 1.1 The Social Importance of Professional Education; 1.2 Patterns in Professional Work: Introducing Epistemic Forms and Games; 1.3 Seeing Through the Changing Surface of Professional Work and Knowledge; 1.4 Research on Education, Learning and Expertise: From Shifts in Fashion to an Integrated Account; 1.5 Our Empirical Research; 1.6 Overview of the Book: Key Ideas; 1.6.1 Part 1; 1.6.2 Part 2; 1.6.3 Part 3; 1.6.4 Part 4; 1.7 Reading the Book: Online Glossary and Abbreviations; References |
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Chapter 2: Professional Work in Contemporary Contexts2.1 Professional Work; 2.2 Demands of Contemporary Professional Work; 2.2.1 Workplace Readiness; 2.2.2 Organised Professionalism; 2.2.3 The Mounting Demands of Epistemic Work; 2.3 Preparation for the Professions in Higher Education; 2.4 Approaches within Professional Education; 2.4.1 Case-Based Learning; 2.4.2 Problem-Based Learning; 2.4.3 Inquiry-Based Learning; 2.4.4 Internships; 2.4.5 Reflective Practice; 2.4.6 Communities of Practice; 2.4.7 Inter-Professional Education; 2.5 Concluding Points; References |
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Chapter 3: Defining the Problem: Four Epistemic Projects in Professional Work and Education3.1 Crafting Expert Practitioners; 3.2 The Reflective Practice to Rational Reflection; 3.3 The Ontological Turn in Practice; 3.4 Representational and Performative Accounts and the Need to Cross Boundaries; 3.5 The Epistemic Practice; 3.6 The Relational Expertise; 3.7 Combining the Four Innovation and Learning; References; Chapter 4: The Shapes Taken by Personal Professional Knowledge; 4.1 What Knowledge Is; 4.2 Public, Personal and Organisational Knowledge; 4.2.1 Public Knowledge |
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4.2.2 Personal Knowledge4.2.3 Organisational or Group Knowledge; 4.2.4 Sociopolitical Knowledge; 4.3 Doing and Understanding; 4.4 Knowledge and Knowing; 4.5 Tacit Knowledge and Explicit Learning; 4.6 Actionable Knowledge; 4.6.1 An Example: Knowledge in Teaching; 4.6.2 Drawing Some Implications for Professional Education; References; Chapter 5: Professional Knowledge and Knowing in Shared Epistemic Spaces: The Person-Plus Perspective; 5.1 and Inter-professional Work; 5.2 (Re)presenting Knowledge and Shared Epistemic Labour; 5.3 Continuity of Practice and : Knowing with and Through Objects |
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5.4 Linking with Knowledge Culture5.5 and Epistemic Assemblage; 5.6 Creating Assemblages for Local Knowledge Work; 5.7 Knowledge and Knowing in Shared Epistemic Spaces; References; Chapter 6: Understanding the Mind; 6.1 Understanding the Human Mind and Learning: Experience, Brain, Environment and Culture; 6.2 From Cognition as Structure to Cognition as Coordination and Enaction; 6.3 Learning and Conceptual Change: Formal Concepts and Experiential Knowledge; 6.3.1 Negative Rationalism: Students ́Experiential Knowledge Seen as a Problem to Be Overcome |
| Summary |
This book draws on a 4-year study of boundaries between university-based professional education and professional practice, analysing the epistemic nature of professional work and identifying sources of capability needed for people to engage successfully in it |
| Notes |
6.3.2 Positive Empiricism: Students ́Experiential Knowledge as a Productive Resource |
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Print version record |
| Subject |
Professional education.
|
|
Professions -- Practice
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Professional education
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| Form |
Electronic book
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| Author |
Goodyear, Peter
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| ISBN |
9789400743694 |
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9400743696 |
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