Beyond Knowledge and Competence towards a framework for professional education

Abstract

One traditional view of professional practice is that it involves applying a body of expert knowledge to known situations in order to produce rational solutions to problems. However, in a rapidly changing post-industrial or information-based society practitioners increasingly need to respond intelligently to unknown situations and go beyond established knowledge to create unique interpretations and outcomes. As a result, it is no longer adequate to base professional development on transmitting existing knowledge or developing a predefined range of competences; instead, practitioners need to be able to construct and reconstruct the knowledge and skill they need and continually evolve their practice. An alternative approach which achieves this is based in the processes of reflecting, enquiring and creating which underpin both creative professional practice and academically rigorous learning.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 42 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.