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

Occupational knowledge

  • 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

Subjectivity (sense of self) and Inter-subjectivity (shared understanding)

Time jealousy -often students are referred to as being ‘time poor’ (i.e. having limited time to study), but often they are ‘time jealous’ (i.e. – needing to use their time strategically). That is, making decisions about how and why they will use their time, and as directed towards their personal goals and interests, perhaps more than those of other.

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