This section addresses concepts associated with learning the capacities required for effective work practices.
Curriculum: the intended, the enacted, and the experienced curriculum
Occupational expertise: canonical, situational, and personal domains/bases
- Domain-specific conceptual knowledge – ‘knowing that’ (Ryle 1939) (i.e. concepts, facts, propositions – surface to deep) (e.g. Glaser 1989)
- Domain-specific procedural knowledge – ‘knowing how’ (Ryle 1939) (i.e. specific to strategic procedures) (e.g. Anderson 1993, Sun et al 2001)
- Dispositional knowledge – ‘knowing for’ (i.e. values, attitudes) related to canonical and instances of practice (e.g. Perkins et al 1993), includes criticality (e.g. Mezirow 1985)
Sociogeneses of knowledge
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