NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1027491
Record Type: Journal
Publication Date: 2014
Pages: 18
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-1363-9080
Expertise, Fluency and Social Realism about Professional Knowledge
Kotzee, Ben
Journal of Education and Work, v27 n2 p161-178 2014
In recent years, the sociology of education has seen a renewed interest in realist accounts of knowledge and its place in education. Inspired by "social realist" thinking, a body of work has emerged that criticises the dominance of generic and process-based thinking about (especially) professional education and advocates instead a revaluation of discipline-based and theoretical knowledge. In this paper, I discuss the role of the concept of expertise in professional education. Following Winch, I situate the dominant theories of expertise in the field today as "fluency" accounts of expertise -- such theories focus more on the fluency or automaticity with which the expert acts than on the content of what the expert can do. As an alternative, I investigate Collins and Evans's recent work on expertise in the sociology of scientific knowledge. Similar to what Collins and Evans suggests for science studies, I hold that education would benefit from consideration of the developing "third wave" of thinking about the nature of expertise and I sketch the main features of a social realist view of the nature of expertise for professional education.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A