Professions as Knowledge Cultures1

Monika Bærøe Nerland

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Innovative Education and Learning Practices Evaluation of Teaching Practices Educational Theory and Curriculum Studies

Abstract

The emphasis given to professionals’ learning in today’s society tends to focus the individual learner as the core object of debates and policies. Less attention has been paid to the role of knowledge domains and expert cultures in forming opportunities for learning. Within educational contexts, researchers have pointed to how different disciplines are marked by distinct knowledge practices, modes of inquiry, and principles for determining validity, which constitute students’ learning in distinct ways (Becher & Trowler, 2001; Neumann, Parry, & Becher, 2002; Donald, 2002). These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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References

1987Educating the reflective practitioner 1999Epistemic Cultures 2005The Practice Turn in Contemporary Theory 2002Professionalism: The Third Logic 1991Academic Tribes and Territories: Intellectual Enquiry and the Cultures of Disciplines 2003The practice turn in contemporary theory 2000Across the Scales of Time: Artifacts, Activities, and Meanings in Ecosocial Systems 2001Global ethnography: forces, connections, and imaginations in a postmodern world

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2014Changing Cultures of Knowledge and Professional Learning 2016Between two Advisors: Interconnecting Academic and Workplace Settings in an Emerging Field 2014The multiple reals of workplace learning 2015Sociomaterialism, Practice Theory, and Workplace Learning 2016Professional Work in Contemporary Contexts 2016Examining work-education intersections: the production of learning reals in and through practice

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