Titlebook: Epistemic Fluency and Professional Education; Innovation, Knowledg Lina Markauskaite,Peter Goodyear Book 2017 Springer Science+Business Med

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Messung von Vertrauen in F&E-Kooperationen,nowledge work and knowledgeable action are constitutively entangled with embodied practices in the material and social worlds. We show how matter matters in professional work, and how a ‘socially extended mind’ enables thinking with others. This entangling of mind, body and world raises some difficu

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https://doi.org/10.1007/978-3-8349-3587-8d accounts of discourse; both have to be combined in a satisfactory account of epistemic thought and action. We use the case study of preservice teachers’ planning to explain the nature of epistemic resources and to introduce the notion of ‘framing’. Framing is a way of describing how people make se

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https://doi.org/10.1007/978-3-662-49463-9hat each can offer to those professional educators who are looking to teach for epistemic fluency. These educational approaches come from a range of sources – not just from professional education. All these approaches focus on fine-tuning learners’ intelligent sensitivity to the critical features of

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Professional Epistemic Games,nowledge each produces and the skills needed to play each game – we identify six main types of professional epistemic games and illustrate how they are played in professional work and learning. But we also note that these games are rarely played just one at a time. They are often woven together into one gradually unfolding situated activity.

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https://doi.org/10.1007/978-3-642-82565-1we want to argue that professional workers – and those who help them prepare for the professions – can benefit from being able to consciously distinguish between different kinds of epistemic tools and to think and talk about the tasks for which each is best suited.

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