Differentiating Knowledge, Differentiating (Occupational) Practice

Autor/in	Hordern, Jim
Titel	Differentiating Knowledge, Differentiating (Occupational) Practice
Quelle	In: Journal of Vocational Education and Training, 68 (2016) 4, S.453-469 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2016.1234506
Schlagwörter	Workplace Learning; Vocational Education; Technical Education; Career Education; Employment Practices; Curriculum Development; Occupations; Knowledge Level + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Technikunterricht; Arbeitslehre; Berufspraxis; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Beruf; Berufsumfeld; Wissensbasis
Abstract	This paper extends arguments for differentiating knowledge into conceptualisations of occupational practice. It is argued that specialised forms of knowledge and practice require recognition and differentiation in ways that many contemporary approaches to practice theory deny. Drawing on Hager's interpretation of MacIntyre, it is suggested that occupational practices are differentiated from non-occupational practices by their "purposiveness", and by how their internal and external goods relate. Furthermore, we can differentiate within the category of occupational practices by (i) the character and extent of specialised knowledge that underpins the practice, and by (ii) how socio-epistemic and institutional conditions shape how knowledge is recontextualised within the practice. This leads to an outline differentiation between forms of specialised and non-specialised occupational knowledge and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01