標(biāo)題: Titlebook: Epistemic Fluency and Professional Education; Innovation, Knowledg Lina Markauskaite,Peter Goodyear Book 2017 Springer Science+Business Med [打印本頁] 作者: 重要 時(shí)間: 2025-3-21 16:51
書目名稱Epistemic Fluency and Professional Education影響因子(影響力)
書目名稱Epistemic Fluency and Professional Education影響因子(影響力)學(xué)科排名
書目名稱Epistemic Fluency and Professional Education網(wǎng)絡(luò)公開度
書目名稱Epistemic Fluency and Professional Education網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Epistemic Fluency and Professional Education被引頻次
書目名稱Epistemic Fluency and Professional Education被引頻次學(xué)科排名
書目名稱Epistemic Fluency and Professional Education年度引用
書目名稱Epistemic Fluency and Professional Education年度引用學(xué)科排名
書目名稱Epistemic Fluency and Professional Education讀者反饋
書目名稱Epistemic Fluency and Professional Education讀者反饋學(xué)科排名
作者: Assemble 時(shí)間: 2025-3-21 23:05
Epistemic Fluency and Professional Education978-94-007-4369-4Series ISSN 2210-5549 Series E-ISSN 2210-5557 作者: buoyant 時(shí)間: 2025-3-22 03:41 作者: Harbor 時(shí)間: 2025-3-22 07:28
Lina Markauskaite,Peter GoodyearSynthesises recent research into the nature of professional learning and knowing.Reconceptualises professional capacities entailed in working in dynamic multi-professional workplace settings.Presents 作者: 大方不好 時(shí)間: 2025-3-22 10:20
Professional and Practice-based Learninghttp://image.papertrans.cn/e/image/313304.jpg作者: 有權(quán)威 時(shí)間: 2025-3-22 14:26
,Energiekosten für einen BEV in Deutschland,te new insights are demonstrating a capacity which we call ‘epistemic fluency’. This chapter argues that epistemic fluency plays an important, though underappreciated, role in professional life. To understand how knowledge works in routine and innovative professional activities, one needs to look be作者: 有權(quán)威 時(shí)間: 2025-3-22 17:34 作者: Folklore 時(shí)間: 2025-3-22 21:21 作者: pester 時(shí)間: 2025-3-23 01:34 作者: Oafishness 時(shí)間: 2025-3-23 07:37 作者: fulmination 時(shí)間: 2025-3-23 11:59
Prognosen in kointegrierten Systemen,of others. For example, some research traditions give a central place to human cognition and marginalise the social; other bodies of research focus on the brain, while marginalising human experience. This chapter uses some recent ideas on grounded cognition to show how it is possible, and necessary,作者: Malleable 時(shí)間: 2025-3-23 16:21
Diagnose der aktuellen Entwicklungsrichtung extend human conceptual system – that is, how the human mind gains an ability to create new knowledge, or, in other words, what kind of conceptual system could underpin human epistemic agency. We use a body of existing literature on personal epistemologies, including research on what people believe作者: LASH 時(shí)間: 2025-3-23 18:10
Systemanalyse segmentierter Maschinen, theoretical argument. In this chapter, we use some of the assessment tasks set for students who are going on work placement (internship or practicum). We argue that when students are tackling an assessment task, they are inevitably engaging in an artefact-oriented activity. We unpick the nature of 作者: Costume 時(shí)間: 2025-3-24 01:35
https://doi.org/10.1007/978-3-322-91710-2fessional work and learning in the larger systems of professional practice. An important feature of this chapter is that we draw upon the different but interwoven epistemic cultures of learning, research and the professions: cultures which come together in the hybrid spaces of the university. We sho作者: abolish 時(shí)間: 2025-3-24 05:37 作者: 脾氣暴躁的人 時(shí)間: 2025-3-24 09:11
Kostenvergleiche der Alternativen,inscriptions bring forth meanings within knowledgeable action in professional learning and work. Using empirical material from our work with nurse educators and teacher educators, we focus on the kinds of knowledge and ways of knowing that get inscribed. We also argue that traditional semiotic accou作者: crucial 時(shí)間: 2025-3-24 14:10 作者: Lipoprotein(A) 時(shí)間: 2025-3-24 15:24 作者: nonradioactive 時(shí)間: 2025-3-24 21:36 作者: 注意力集中 時(shí)間: 2025-3-25 01:51
Nachweis und Bestimmung der Karboxylgruppel to professional expertise, yet learning to play them skilfully can cause significant challenges to novice professionals. Through an extended case study, we show how a process of professional inquiry (in pharmacy) involves weaving together multiple epistemic games. It also depends upon a weaving to作者: IRATE 時(shí)間: 2025-3-25 06:28
Messung von Vertrauen in F&E-Kooperationen,nowledge work and knowledgeable action are constitutively entangled with embodied practices in the material and social worlds. We show how matter matters in professional work, and how a ‘socially extended mind’ enables thinking with others. This entangling of mind, body and world raises some difficu作者: Exploit 時(shí)間: 2025-3-25 10:24 作者: Proclaim 時(shí)間: 2025-3-25 13:20
https://doi.org/10.1007/978-3-8349-3587-8d accounts of discourse; both have to be combined in a satisfactory account of epistemic thought and action. We use the case study of preservice teachers’ planning to explain the nature of epistemic resources and to introduce the notion of ‘framing’. Framing is a way of describing how people make se作者: Pillory 時(shí)間: 2025-3-25 19:08
https://doi.org/10.1007/978-3-662-49463-9hat each can offer to those professional educators who are looking to teach for epistemic fluency. These educational approaches come from a range of sources – not just from professional education. All these approaches focus on fine-tuning learners’ intelligent sensitivity to the critical features of作者: Interim 時(shí)間: 2025-3-25 21:51
Professional Epistemic Games,nowledge each produces and the skills needed to play each game – we identify six main types of professional epistemic games and illustrate how they are played in professional work and learning. But we also note that these games are rarely played just one at a time. They are often woven together into one gradually unfolding situated activity.作者: 明確 時(shí)間: 2025-3-26 03:50 作者: Vasoconstrictor 時(shí)間: 2025-3-26 04:46 作者: 收到 時(shí)間: 2025-3-26 11:27 作者: Perineum 時(shí)間: 2025-3-26 14:10
https://doi.org/10.1007/978-3-642-82565-1we want to argue that professional workers – and those who help them prepare for the professions – can benefit from being able to consciously distinguish between different kinds of epistemic tools and to think and talk about the tasks for which each is best suited.作者: incarcerate 時(shí)間: 2025-3-26 19:57 作者: PANG 時(shí)間: 2025-3-27 00:00
,Programmpakete für PC-1500 und PC-1251,essionals from their clients and the ‘temporal’ boundaries where established and innovative practices mingle. We also make a crucial distinction in this chapter between knowledge work and epistemic work and between using existing knowledge to get work done and working in ways that create new knowledge.作者: 美麗的寫 時(shí)間: 2025-3-27 03:34 作者: 關(guān)節(jié)炎 時(shí)間: 2025-3-27 08:27 作者: Tremor 時(shí)間: 2025-3-27 10:33 作者: 支形吊燈 時(shí)間: 2025-3-27 16:23
Defining the Problem: Four Epistemic Projects in Professional Work and Education,essionals from their clients and the ‘temporal’ boundaries where established and innovative practices mingle. We also make a crucial distinction in this chapter between knowledge work and epistemic work and between using existing knowledge to get work done and working in ways that create new knowledge.作者: 發(fā)誓放棄 時(shí)間: 2025-3-27 19:55 作者: EWE 時(shí)間: 2025-3-28 01:04
Inscriptions Shaping Mind, Meaning and Action,erial blending, to examine more closely how innovation and the generation of new ideas depend upon skilful interweaving of complex cognitive work in the mind with actions in the world. We argue that inscriptions often provide an essential material–symbolic anchor for this complex generative work, which is distributed across body, mind and world.作者: 夾死提手勢(shì) 時(shí)間: 2025-3-28 05:10 作者: 粗語 時(shí)間: 2025-3-28 07:27
The Shapes Taken by Personal Professional Knowledge,and personal, codified and non-codified, tacit and explicit – and we develop our argument about relations between knowledgeable action and actionable knowledge: the kinds of knowledge that help get things done in practical situations.作者: 易彎曲 時(shí)間: 2025-3-28 11:37 作者: 跳脫衣舞的人 時(shí)間: 2025-3-28 14:55
Erhebungen: Voraussetzungen und Intentionen,nowledge each produces and the skills needed to play each game – we identify six main types of professional epistemic games and illustrate how they are played in professional work and learning. But we also note that these games are rarely played just one at a time. They are often woven together into one gradually unfolding situated activity.作者: 中止 時(shí)間: 2025-3-28 22:30 作者: 抵消 時(shí)間: 2025-3-29 02:20 作者: 不適 時(shí)間: 2025-3-29 04:07 作者: 詼諧 時(shí)間: 2025-3-29 11:11 作者: 相反放置 時(shí)間: 2025-3-29 11:40
https://doi.org/10.1007/978-3-322-91710-2mbine different epistemic qualities. We illustrate these qualities and argue that they provide important bridges between ‘learning to do’ and ‘learning to understand’ – thereby underpinning epistemic fluency.作者: 網(wǎng)絡(luò)添麻煩 時(shí)間: 2025-3-29 19:25 作者: 揉雜 時(shí)間: 2025-3-29 21:59
Introduction,rview of the core conceptual concerns of the book, tracing their development across the 19 chapters that follow. It also provides a summary of the body of empirical research on which we draw when illustrating our arguments.作者: 開花期女 時(shí)間: 2025-3-30 01:26 作者: Humble 時(shí)間: 2025-3-30 04:37
Professional Knowledge and Knowing in Shared Epistemic Spaces: The Person-Plus Perspective, knowledgeable action and innovation, traditional views of practice – as shared cultural, social and material phenomena – need to be extended at least one level downwards: to include human skills and the mind.作者: CYT 時(shí)間: 2025-3-30 11:48 作者: Disk199 時(shí)間: 2025-3-30 12:57
Epistemic Resourcefulness for Actionable Knowing,encounter in work: whether they can respond in innovative and productive, or unproductive, ways. We show that, in solving professional challenges, framing depends upon epistemic resourcefulness – including an ability to coordinate diverse ways of knowing and acting in the world.作者: antidote 時(shí)間: 2025-3-30 20:11 作者: 袖章 時(shí)間: 2025-3-30 21:44 作者: 使習(xí)慣于 時(shí)間: 2025-3-31 01:09 作者: Cpr951 時(shí)間: 2025-3-31 05:52
The Shapes Taken by Personal Professional Knowledge,al person – on personal professional knowledge. We show why it is useful to distinguish between different kinds of knowledge – public, organisational and personal, codified and non-codified, tacit and explicit – and we develop our argument about relations between knowledgeable action and actionable 作者: REP 時(shí)間: 2025-3-31 11:08
Professional Knowledge and Knowing in Shared Epistemic Spaces: The Person-Plus Perspective,e of reference shifts from what an individual might be said to know, to how knowledge functions when professional work is a collective accomplishment. We explore some of the ways that knowledge and knowledgeable action are distributed across systems or networks of people and objects – to constitute 作者: 現(xiàn)代 時(shí)間: 2025-3-31 16:44 作者: 反抗者 時(shí)間: 2025-3-31 20:26
Epistemic Thinking, extend human conceptual system – that is, how the human mind gains an ability to create new knowledge, or, in other words, what kind of conceptual system could underpin human epistemic agency. We use a body of existing literature on personal epistemologies, including research on what people believe作者: STERN 時(shí)間: 2025-3-31 22:57 作者: Rejuvenate 時(shí)間: 2025-4-1 03:11
Epistemic Tools and Artefacts in Epistemic Practices and Systems,fessional work and learning in the larger systems of professional practice. An important feature of this chapter is that we draw upon the different but interwoven epistemic cultures of learning, research and the professions: cultures which come together in the hybrid spaces of the university. We sho作者: 制定 時(shí)間: 2025-4-1 06:27 作者: 無情 時(shí)間: 2025-4-1 11:14 作者: ODIUM 時(shí)間: 2025-4-1 16:20
Epistemic Tools, Instruments and Infrastructure in Professional Knowledge Work and Learning,roduced. In particular, we use ideas about . to examine ways in which the qualities of tools and other artefacts combine with schemes for their use. We describe professional epistemic infrastructures as the basic material, symbolic and organisational structures that underpin various knowledge practi作者: 摻假 時(shí)間: 2025-4-1 18:59
Taxonomies of Epistemic Tools and Infrastructures,ctures and describing some of their interrelationships. This taxonomic work does not spring from an academic desire to tidy up a fuzzy space. Rather, we want to argue that professional workers – and those who help them prepare for the professions – can benefit from being able to consciously distingu
