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020 _a0415713900
_qhardback
020 _a9780415713900
_qhardback
020 _a0415713919
_qpaperback
020 _a9780415713917
_qpaperback
035 _a(OCoLC)869919437
040 _aDLC
_beng
_erda
_cDLC
_dYDX
_dUKMGB
_dYDXCP
_dBTCTA
_dOCLCO
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042 _apcc
050 0 0 _aHD8038.A1
_bK66 2014
082 0 0 _a331.71
_223
245 0 0 _aKnowledge, expertise and the professions /
_cedited by Michael Young and Johan Muller.
264 1 _aAbingdon, Oxon :
_bRoutledge,
_c2014.
264 4 _c©2014
300 _aix, 189 pages :
_billustrations ;
_c24 cm
336 _atext
_btxt
_2rdacontent
337 _aunmediated
_bn
_2rdamedia
338 _avolume
_bnc
_2rdacarrier
504 _aIncludes bibliographical references and index.
505 0 _aPart 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 -- --
505 0 0 _gPart 1.
_tIntroduction and Framing the Issues Outline of the Book/ Michael Young and Johan Muller --
_g1.
_tFrom the Sociology of Professions to the Sociology of Professional Knowledge /
_rJohan Muller --
_g2.
_tProfessions Sacred and Profane: Reflections Upon the Changing Nature of Professionalism /
_rGerald Grace -- --
_gPart 2.
_tKnowledge, Judgment and Expertise: Theoretical Perspectives --
_g3.
_tAbstract Rationality in Education: From Vygotsky to Brandom /
_rJan Derry --
_g4.
_tKnow-How and Knowledge in the Professional Curriculum /
_rChristopher Winch --
_g5.
_tDifferentiating Forms of Professional Expertise /
_rBen Kotzee --
_g6.
_tProfessional Knowledge and Professional Practice as Continuous Recontextualisation: A Social Practice Perspective /
_rDavid Guile --
_g7.
_tWhat Binds Professional Judgment? The Case of Teaching /
_rShalem -- --
_gPart 3.
_tEducation and the Professions: Case Studies --
_g8.
_tThe Evolution of Engineering Knowledge /
_rHu Hanrahan --
_g9.
_tOn the Cultivation of Decorum: Development of the Pedagogic Discourse of Architecture in France, 1671 - 1968 /
_rFrancis Carter --
_g11.
_tKnowledge Matters in Nursing /
_rGerard Fealy --
_g12.
_tKnowledge and Teacher Professionalism: The Case of Mathematics Teaching /
_rNick Taylor.
520 _a"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.
650 0 _aProfessions.
_9322810
650 0 _aExpertise.
_9326733
650 0 _aKnowledge, Sociology of
_9319782
650 0 _aEducation.
_9337659
650 0 _aProfessional employees
_xEducation
_9803603
700 1 _aYoung, Michael F. D.,
_eeditor.
_9231507
700 1 _aMuller, Johan,
_eeditor.
_9277622
907 _a.b13548207
_b31-07-20
_c28-10-15
942 _cB
945 _a331.71 KNO
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