Expertise, Pedagogy and Practice

Nonfiction, Reference & Language, Education & Teaching
Cover of the book Expertise, Pedagogy and Practice by , Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781317236870
Publisher: Taylor and Francis Publication: February 5, 2018
Imprint: Routledge Language: English
Author:
ISBN: 9781317236870
Publisher: Taylor and Francis
Publication: February 5, 2018
Imprint: Routledge
Language: English

Expertise, Pedagogy and Practice takes as its focus recent work on situated and embodied cognition, the concepts of expertise, skill and practice, and contemporary pedagogical theory. This work has made important steps towards overcoming traditional intellectualist and individualist models of cognition, group interaction and learning, but has in turn generated a number of important questions about the shape of a model that emphasizes learning and interaction as situated and embodied.

Bringing together philosophers, cognitive scientists and education theorists, the collection asks and explores a variety of different questions. Can a group learn? Is expertise distributed? How can we make sense of a normative dimension of expertise or skill? How situation-specific is expertise? How can groups shape or generate expert practice? Through these lenses, this collection advances a more experientially holistic approach to the characterisation and growth of human expertise.

This book was originally published as a special issue of Educational Philosophy and Theory.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Expertise, Pedagogy and Practice takes as its focus recent work on situated and embodied cognition, the concepts of expertise, skill and practice, and contemporary pedagogical theory. This work has made important steps towards overcoming traditional intellectualist and individualist models of cognition, group interaction and learning, but has in turn generated a number of important questions about the shape of a model that emphasizes learning and interaction as situated and embodied.

Bringing together philosophers, cognitive scientists and education theorists, the collection asks and explores a variety of different questions. Can a group learn? Is expertise distributed? How can we make sense of a normative dimension of expertise or skill? How situation-specific is expertise? How can groups shape or generate expert practice? Through these lenses, this collection advances a more experientially holistic approach to the characterisation and growth of human expertise.

This book was originally published as a special issue of Educational Philosophy and Theory.

More books from Taylor and Francis

Cover of the book Unthinking Eurocentrism by
Cover of the book Learning to Read Across Languages by
Cover of the book Sri Lanka's Global Factory Workers by
Cover of the book Between Sequence and Sirventes by
Cover of the book Interpersonal Skills Training by
Cover of the book Systemic Approaches to Training in Child Protection by
Cover of the book Disciplining History by
Cover of the book Identities on the Move by
Cover of the book Expert Teachers by
Cover of the book Votes, Party Systems and Democracy in Asia by
Cover of the book Marketing Democracy by
Cover of the book Religious Motivation and the Origins of Buddhism by
Cover of the book Open and Flexible Learning in Vocational Education and Training by
Cover of the book The Union for the Mediterranean by
Cover of the book Sexual Abuse in Youth Sport by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy