0094c] !D.o.w.n.l.o.a.d~ Epistemic Fluency and Professional Education: Innovation, Knowledgeable Action and Actionable Knowledge (Professional and Practice-based Learning) - Lina Markauskaite #P.D.F^
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Epistemic Fluency and Professional Education : Lina
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Apr 6, 2018 epistemic fluency is likely to remain valuable in these two important areas of university work – professional education and multidisciplinary.
In particular, it offers a place to develop and critique ideas presented in our book epistemic fluency and professional education: innovation, knowledgeable action and actionable knowledge.
Epistemic fluency and professional education innovation, knowledgeable action and actionable knowledge by lina markauskaite; peter goodyear and publisher springer. Save up to 80% by choosing the etextbook option for isbn: 9789400743694, 9400743696. The print version of this textbook is isbn: 9789400743687, 9400743688.
The epistemic research laboratory is a group of dedicated researchers focused teacher professional development, and student learning in integrated stem.
This book, by combining sociocultural, material, cognitive and embodied perspectives on human.
Professor of learning sciences, the university of sydney - cited by 2747 - epistemic fluency - professional learning - interdisciplinary learning.
Epistemic fluency involves a set of capabilities that allow people to recognize and participate in different ways of knowing. Mehr weniger such people are adept at combining different kinds of specialised and context-dependent knowledge and at reconfiguring their work environment to see problems and solutions anew.
Epistemic fluency is likely to remain valuable in these two important areas of university work – professional education and multidisciplinary research.
1- markauskaite, l and goodyear, peter, epistemic fluency and professional education 2017.
Epistemic fluency and professional education: innovation, knowledgeable action and actionable knowledge.
Epistemic fluency plays an important, though underappreciated, role in professional life. To understand how knowledge works in routine and innovative professional activities, one needs to look beneath the surface appearance of behaviours and language and find.
Introduction courses that are approved by an external professional body, more general.
Nov 28, 2019 interested in epistemic fluency, interdisciplinarity, human-machine reconfigurations, professional learning.
We argue that epistemic fluency can be observed in many areas of professional practice; that it is not sensible to see educational practice as something founded.
Epistemic fluency involves a set of capabilities that allow people to recognize and participate in different ways of knowing. Such people are adept at combining different kinds of specialised and context-dependent knowledge and at reconfiguring their work environment to see problems and solutions anew.
Epistemic fluency and professional education: innovation, knowledgeable action and actionable knowledge (professional and practice-based learning (14)) [markauskaite, lina, goodyear, peter] on amazon.
Epistemic fluency and professional education: innovation, knowledgeable action and actionable knowledge. Springer) have posited epistemic fluency as the pedagogical approach necessary to prepare graduates for increasingly complex challenges. They have provided a framework for creating epistemic learning environments but not a clear.
- 3 defining the problem: four epistemic projects in professional work and education. - 5 professional knowledge and knowing in shared epistemic spaces: the person-plus perspective.
Epistemic norms operating within professional philosophy are inherently exclusionary and function our fluency with such examples and the norm of ignoring.
Mar 3, 2021 the resulting extension is an epistemic tool, that is, an instrument to create and elaborate on epistemic fluency and professional education.
Jan 29, 2016 epistemic fluency and professional education: innovation, knowledgeable action and actionable knowledge.
Teacher displays incongruent epistemic stance with the student' epistemic status. Episodes of meaning-and-fluency foreign language classroom interaction. And the development of reflexive practice in teachers' professional.
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