Expertise as a 'Capacity for Action': Reframing Vocational Knowledge from the Perspective of Work

Autor/inn/en	Guile, David; Unwin, Lorna
Titel	Expertise as a 'Capacity for Action': Reframing Vocational Knowledge from the Perspective of Work
Quelle	In: Journal of Vocational Education and Training, 74 (2022) 1, S.31-49 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2020.1858939
Schlagwörter	Expertise; Vocational Education; Employment; Recognition (Achievement); Status; Foreign Countries; Apprenticeships; Manufacturing Industry; United Kingdom (England); Germany + Suchen Sie Ihr Suchwort? Expert appraisal; Ausbildung; Berufsbildung; Dienstverhältnis; Soziale Anerkennung; Ausland; Apprenticeship; Lehre; Fertigungswirtschaft; Produzierendes Gewerbe; Deutschland
Abstract	Occupational expertise has always been constituted and afforded recognition and status in work contexts, however, these contexts are becoming increasingly interconnected and interrelated, underpinned by, 'intangible assets'. To explore this complex process and its implications for vocational education and training (VET), this article uses the concept of expertise as a 'capacity for action' and its emphasis on the communicative dimension of expertise. It explores the implications of these ideas by identifying, firstly, the ways in which knowledge is produced, consumed, adapted, and discarded through work practices and, secondly, how the valuing of expertise arises from the contexts in which its deployed and shaped. The paper concludes with a framework to show how the necessary components for the development of expertise as a 'capacity for action' within VET programmes could be portrayed. It argues that this could offer the means to strengthen the capacity of VET learners (at whatever stage) to both utilise their expertise and understand how it is being recognised and valued. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01