Developing Professional Knowledge and CompetenceThis volume analyzes different types of knowledge and know-how used by practising professionals in their work and how these different kinds of knowledge are acquired by a combination of learning from books, learning from people and learning from personal experience.; Drawing on various examples, problems addressed include the way theory changes and is personalized in practice, and how individuals form generalizations out of their practice. Eraut considers the meaning of client-centredness and its implications, and to what extent professional knowledge is based on intuition, understanding and learning. He considers the issue of competence versus knowledge and the effect of lifelong learning on the quality of practice. |
Contents
Its Character | 19 |
Modes | 40 |
The Acquisition and Use of Theory | 59 |
1 | 71 |
Public Knowledge | 100 |
Theories of Professional Expertise | 123 |
1 | 153 |
Professional Competence and Qualifications | 159 |
The Assessment of Competence in the Professions | 199 |
1 | 201 |
Professional Accountability | 221 |
1 | 225 |
Figures | 234 |
Appendix 1 | 242 |
| 255 | |
Competence in the NVQSVQ System | 182 |
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Common terms and phrases
academic accountability acquired activities analysis approach appropriate areas aspects assessment behaviour binary scale capability evidence cation Chapter classroom clients cognitive competence competency-based complex concepts concerned consultation context Continuum Theory course critical decision analysis decision-making decisions deliberation deliberative described discussion Dreyfus model effect evaluation example experience expertise feedback fessional framework functional analysis groups higher education ideas important Indeterminate Problems individual interpretation intuitive involves issues judgment kind knowledge base knowledge creation ledge metacognition mode NCVQ occupational one's organizations outcomes particular pattern recognition performance evidence perspective PGCE practitioners problem problem-solving procedural knowledge process knowledge profes professional education professional knowledge professional learning propositional knowledge qualifications range reflection reflection-in-action relevant role routine Schön significant sional situational knowledge skills specific stage standards tacit knowledge task teachers teaching technical tence theory thinking tion understanding validity
References to this book
Facilitating Reflective Learning In Higher Education Brockbank, Anne,McGill, Ian No preview available - 2007 |