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Education and Expertise.
The relevance of expertise to professional education and practice is explored in this collection of original contributions from educationalists, philosophers and psychologists.-Discusses the increasingly prominent debates about the nature of know-how in mainstream analytical epistemology -Illuminate...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Newark :
John Wiley & Sons, Incorporated,
2018.
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| Colección: | Journal of Philosophy of Education Ser.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 049 | |a UAMI | ||
| 100 | 1 | |a Addis, Mark. | |
| 245 | 1 | 0 | |a Education and Expertise. |
| 260 | |a Newark : |b John Wiley & Sons, Incorporated, |c 2018. | ||
| 300 | |a 1 online resource (179 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Journal of Philosophy of Education Ser. | |
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Intro; Education and Expertise; Contents; Notes on Contributors; Introduction; Two Senses of Expertise; The Intellectualist-Anti-intellectualist Debate and its Relevance to Professional Action; Towards a Criterial Conception of Expertise; The Novice -- Competent Practitioner -- Expert Transition; Fine-Grained Distinctions which Allow for Grading Levels of Expertise; The Assessment of Expertise in Multiple Situations and in Hypothetical Situations; Underlying Theoretical Knowledge; Tacit Knowledge. | |
| 505 | 8 | |a IMPLICATIONS OF THE SPECIAL ISSUE CONTRIBUTIONS TO THE DESIGN AND CONDUCT OF PROFESSIONAL EDUCATION AND ASSESSMENTAims and Values; Curricula; Pedagogy; Assessment; CONCLUSION; NOTES; REFERENCES; 1 Activity Concepts and Expertise; INTRODUCTION; PHENOMENOLOGY OF EXPERTISE; INTELLECTUALISM AND THE PROLIFERATION OF KNOWLEDGE; PERCEPTIONS AND THE PRECONCEPTUAL; PERCEPTIONS AS CONCEPTUALLY STRUCTURED COGNITIVE ENGAGEMENTS; Perception as Activity Dependent Concepts; EXPERT LEARNERS; CONCLUSION; NOTES; REFERENCES; 2 The Role of 'Autonomy' in Teaching Expertise; INTRODUCTION; CONCEPTIONS OF AUTONOMY. | |
| 505 | 8 | |a RETHINKING 'AUTONOMY' IN TEACHING EXPERTISEThe Experience of Autonomy, Identification and Self-Determination Theory; Authenticity and 'Owning' One's Practice; Normative Autonomy and the Goals of Education; PROFESSIONAL AUTONOMY IN CURRENT EDUCATIONAL POLICY; NOTES; REFERENCES; 3 Three Views on Expertise: Philosophical Implications for Rationality, Knowledge, Intuition and Education; INTRODUCTION; KNOWING-HOW AND KNOWING-THAT; PRACTICAL APPLICATIONS OF PHILOSOPHY TO EDUCATION; THREE VIEWS ON EXPERTISE; Dreyfus and Dreyfus's (1986) View on Expertise; Montero and Evans (2011). | |
| 505 | 8 | |a Gobet and Chassy's (2009) View on Expert IntuitionAPPLICATION OF THE THREE VIEWS TO PHILOSOPHICAL KEY THEMES; Rationality; Knowledge; Intuition; Introspection; Deliberation; Artificial Intelligence; DISCUSSION; Implications for Education; CONCLUSION; REFERENCES; 4 Drawing on a Sculpted Space of Actions: Educating for Expertise while Avoiding a Cognitive Monster; INTRODUCTION: LEARNING, EXPERTISE AND A TRANSITION TO MULTIPLE WAYS OF COGNITIVE PROCESSING; CONCERNS ABOUT A COGNITIVE MONSTER; EXPLAINING EXPERT PERFORMANCE: DRAWING ON A SCULPTED SPACE OF ACTIONS. | |
| 505 | 8 | |a PREDICTIVE PROCESSING IN EXPERTS, FACILITATED BY A SCULPTED SPACE OF ACTIONSEDUCATORS' PLANFUL AGENCY AND EXPERTISE HELP TO MASTER THE COGNITIVE MONSTER; EDUCATION AND LESSONS FROM THE COGNITIVE NEUROSCIENTIFIC ACCOUNT OF EXPERTISE; ACKNOWLEDGEMENT; NOTES; REFERENCES; 5 Two Social Dimensions of Expertise; INTRODUCTION; CONSTRUCTIVISM AND REALISM ABOUT EXPERTISE: LESSONS FROM THE SOCIOLOGY OF SCIENTIFIC KNOWLEDGE; EXPERTISE AS A THREE-PART RELATIONSHIP; INSTITUTIONAL ATTRIBUTIONS OF EXPERTISE; CONCLUSION; NOTES; REFERENCES; 6 Making Sense of Knowing-How and Knowing-That; INTRODUCTION. | |
| 500 | |a REVISITING RYLE'S USE OF THE DISTINCTION. | ||
| 520 | |a The relevance of expertise to professional education and practice is explored in this collection of original contributions from educationalists, philosophers and psychologists.-Discusses the increasingly prominent debates about the nature of know-how in mainstream analytical epistemology -Illuminates what is involved in professional expertise and the implications of a sound understanding of professional expertise for professional education practice, curriculum design and assessment -All contributions are philosophically grounded and reflect interdisciplinary advances in understanding expertise. | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Interdisciplinary approach in education. | |
| 650 | 0 | |a Teacher effectiveness. | |
| 650 | 0 | |a Expertise. | |
| 650 | 0 | |a Education |x Aims and objectives. | |
| 650 | 6 | |a Interdisciplinarité en éducation. | |
| 650 | 6 | |a Enseignants |x Efficacité. | |
| 650 | 6 | |a Savoir-faire. | |
| 650 | 7 | |a PHILOSOPHY |x History & Surveys |x General. |2 bisacsh | |
| 650 | 7 | |a Education |x Aims and objectives |2 fast | |
| 650 | 7 | |a Expertise |2 fast | |
| 650 | 7 | |a Interdisciplinary approach in education |2 fast | |
| 650 | 7 | |a Teacher effectiveness |2 fast | |
| 700 | 1 | |a Winch, Christopher. | |
| 776 | 0 | 8 | |i Print version: |a Addis, Mark. |t Education and Expertise. |d Newark : John Wiley & Sons, Incorporated, ©2018 |z 9781119527213 |
| 830 | 0 | |a Journal of Philosophy of Education Ser. | |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=5516384 |z Texto completo |
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| 938 | |a Recorded Books, LLC |b RECE |n rbeEB00737240 | ||
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| 994 | |a 92 |b IZTAP | ||