Maxims, Tacit Knowledge and Learning: Developing Expertise in Dry Stone Walling

Autor/inn/en	Farrar, Nicholas; Trorey, Gill
Titel	Maxims, Tacit Knowledge and Learning: Developing Expertise in Dry Stone Walling
Quelle	In: Journal of Vocational Education and Training, 60 (2008) 1, S.35-48 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
Schlagwörter	Vocational Education; Interviews; Industrial Psychology; Work Experience; Experiential Learning; Heuristics; Learning Strategies; Inquiry; Epistemology; Construction Industry; College Students; Foreign Countries; Skill Development; United Kingdom + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Interviewing; Interviewtechnik; Betriebspsychologie; Industriepsychologie; Employment experience; Job experience; Occupational experience; Berufserfahrung; Experiental learning; Erfahrungsorientiertes Lernen; Heuristik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Erkenntnistheorie; Baugewerbe; Collegestudent; Ausland; Kompetenzentwicklung; Qualifikationsentwicklung; Großbritannien
Abstract	This study attempts to further our understanding of how expertise is acquired in a specific vocational context. Using unstructured interviews with both individuals and groups, carried out whilst engaged in practice, it examines what happens when dry stone wallers are developing their skills, how they gain expertise and how they communicate their learning. It was concluded that learning a craft such as dry stone walling is complex and individual. Learning was clearly contextualised and did not take place in linear stages. The use of maxims or "rules of thumb" was a key element in the learning process, and the use of tacit knowledge and intuition were much in evidence as expertise developed. By questioning whether expertise can be achieved by following a set of rules, or that it progresses in a specific, set direction, the study also highlights the reflective and emotional aspects of becoming an "expert" that are likely to be relevant to other vocational areas. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10