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 New Perspectives on the Social Aspects of Digital Gaming by
Cover of the book Sex Work in Nepal by
Cover of the book Europeanization and Transnational States by
Cover of the book Philosophy in Cultural Theory by
Cover of the book Within Reach? by
Cover of the book The Anti-Corn Law League by
Cover of the book Causation and Functionalism in Sociology by
Cover of the book Politics and Identity in Chinese Martial Arts by
Cover of the book Ethnomethodology at Play by
Cover of the book The Strategic Stewardship of Cultural Resources by
Cover of the book The Physiology of Industry (Routledge Revivals) by
Cover of the book Atmosphere, Weather and Climate by
Cover of the book Face[t]s of First Language Loss by
Cover of the book Motivating People by
Cover of the book What English Language Teachers Need to Know Volume I 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