Overview
- Synthesises recent research into the nature of professional learning and knowing
- Reconceptualises professional capacities entailed in working in dynamic multi-professional workplace settings
- Presents a new account of the nature and role of epistemic fluency
- Includes supplementary material: sn.pub/extras
Part of the book series: Professional and Practice-based Learning (PPBL, volume 14)
Access this book
Tax calculation will be finalised at checkout
Other ways to access
Table of contents (20 chapters)
-
Front Matter
Keywords
About this book
The book provides a broader and deeper conception of epistemic fluency than previously available in the literature. Epistemic fluency involves a set of capabilities that allow people to recognize and participate in different ways of knowing. Such people are adept at combining different kinds of specialised and context-dependent knowledge and at reconfiguring their work environment to see problems and solutions anew.
In practical terms, the book addresses the following kinds of questions. What does it take to be a productive member of a multidisciplinary team working on a complex problem? What enables a person to integrate different types and fields of knowledge, indeed different ways of knowing, in order to make some well-founded decisions and take actions in the world? What personal knowledge resources are entailed in analysing a problem and describing an innovative solution, such that the innovation can be shared in an organization or professional community? How do people get better at these things; and how can teachers in higher education help students develop these valued capacities? The answers to these questions are central to a thorough understanding of what it means to become an effective knowledge worker and resourceful professional.
Reviews
Authors and Affiliations
About the authors
Peter Goodyear is Professor of Education and Australian Laureate Fellow at the University of Sydney in Australia. He is the founding co-director of the Centre for Research on Computer Supported Learning and Cognition (CoCo) and now also leads the University’s Sciences and Technologies of Learning research network, a multi-faculty network involving over 80 academic staff and PhD students. He has been carrying out research in the field of learning, technology and higher education since the early 80s. Peter’s research focuses on networked learning, the nature of professionals’ “working knowledge” and complexity in educational design. He has published nine books and over 100 journal articles and book chapters. His most recent books areThe Architecture of productive learning networks (Routledge, co-edited with Lucila Carvalho), Handbook of design in educational technology (2013, Routledge, co-edited with Rose Luckin and colleagues), Technology-enhanced learning: design patterns and pattern languages (2010, Sense, co-edited with Simeon Retalis) and Students' experiences of e-learning in higher education: the ecology of sustainable innovation (2010, Routledge, co-authored with Rob Ellis).
Peter and Lina have been jointly working on projects investigating professional learning, design knowledge, knowledgeable action, innovation and epistemic fluency for the last seven years. Findings from their joint work provide the empirical basis for this book.
Bibliographic Information
Book Title: Epistemic Fluency and Professional Education
Book Subtitle: Innovation, Knowledgeable Action and Actionable Knowledge
Authors: Lina Markauskaite, Peter Goodyear
Series Title: Professional and Practice-based Learning
DOI: https://doi.org/10.1007/978-94-007-4369-4
Publisher: Springer Dordrecht
eBook Packages: Education, Education (R0)
Copyright Information: Springer Science+Business Media Dordrecht 2017
Hardcover ISBN: 978-94-007-4368-7Published: 03 October 2016
Softcover ISBN: 978-94-024-1319-9Published: 15 June 2018
eBook ISBN: 978-94-007-4369-4Published: 21 September 2016
Series ISSN: 2210-5549
Series E-ISSN: 2210-5557
Edition Number: 1
Number of Pages: XXII, 636
Number of Illustrations: 71 b/w illustrations
Topics: Professional & Vocational Education, Higher Education, Learning & Instruction, Teaching and Teacher Education