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How do forensic scientists learn to become competent in casework reporting in practice: A theoretical and empirical approach
16 references·10 citing·30 second hop
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References

  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1999Communities of practice learning, meaning, and identity28,353 cited
  • 1997The Tacit Dimension12,515 cited
  • 1991Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation8,742 cited
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  • 2002Cultivating Communities of Practice: A Guide to Managing Knowledge4,790 cited
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  • 2005Why should i share? examining social capital and knowledge contribution in electronic networks of practice3,553 cited
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  • 1999Mindful Practice1,076 cited
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  • 2000Practical Intelligence in Everyday Life

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692 cited
  • 1999Tacit Knowledge in Professional Practice520 cited
  • Cited by

    • 2014Social Networks of Professionals in Health Care Organizations85 cited
    • 2017Conceptualising forensic science and forensic reconstruction. Part II: The critical interaction between research, policy/law and practice58 cited
    • 2013Effective use of forensic science in volume crime investigations: Identifying recurring themes in the literature45 cited
    • 2012Learning in practice for becoming a professional forensic expert14 cited
    • 2018Journal of Forensic Research13 cited
    • 2009The relationship between forensic science and judicial error: a study covering error sources, bias, and remedies12 cited
    • 2014The practice of supervision for professional learning: the example of future forensic specialists10 cited
    • 2019How to share and utilise expertise in a police forensic department through externalisation and mutualisation6 cited
    • 2021Staff Supervision in Forensic Contexts2 cited
    • 2009Virtual Communities of Practice for Health Care Professionals0 cited