TY  - BOOK
AU  - Young,Michael F.D.
AU  - Muller,Johan
TI  - Knowledge, expertise and the professions
SN  - 0415713900
AV  - HD8038.A1 K66 2014
U1  - 331.71 23
PY  - 2014///
CY  - Abingdon, Oxon
PB  - Routledge
KW  - Professions
KW  - Expertise
KW  - Knowledge, Sociology of
KW  - Education
KW  - Professional employees
N1  - Includes bibliographical references and index; Part 1. Introduction and Framing the Issues Outline of the Book/ Michael Young and Johan Muller -- Part 2. Knowledge, Judgment and Expertise: Theoretical Perspectives -- Part 3. Education and the Professions: Case Studies  -- --; Part 1; Introduction and Framing the Issues Outline of the Book/ Michael Young and Johan Muller --; 1; From the Sociology of Professions to the Sociology of Professional Knowledge; Johan Muller --; 2; Professions Sacred and Profane: Reflections Upon the Changing Nature of Professionalism; Gerald Grace -- --; Part 2; Knowledge, Judgment and Expertise: Theoretical Perspectives --; 3; Abstract Rationality in Education: From Vygotsky to Brandom; Jan Derry --; 4; Know-How and Knowledge in the Professional Curriculum; Christopher Winch --; 5; Differentiating Forms of Professional Expertise; Ben Kotzee --; 6; Professional Knowledge and Professional Practice as Continuous Recontextualisation: A Social Practice Perspective; David Guile --; 7; What Binds Professional Judgment? The Case of Teaching; Shalem -- --; Part 3; Education and the Professions: Case Studies --; 8; The Evolution of Engineering Knowledge; Hu Hanrahan --; 9; On the Cultivation of Decorum: Development of the Pedagogic Discourse of Architecture in France, 1671 - 1968; Francis Carter --; 11; Knowledge Matters in Nursing; Gerard Fealy --; 12; Knowledge and Teacher Professionalism: The Case of Mathematics Teaching; Nick Taylor
N2  - "It has long been recognised that specialised knowledge is at the core of what distinguishes professions from other occupations. The privileged status of professions in most countries, however, together with their claims to autonomy and access to specialised knowledge, is being increasingly challenged both by market pressures and by new instruments of accountability and regulation. Established and emerging professions are increasingly seen as either the solution, or as sources of conservatism and resistance to change in western economies, and recent developments in professional education draw on a competence model which emphasises what newly qualified members of a profession 'can do' rather than what 'they know'."--Provided by publisher
ER  -