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Available from: Anna Maria Ajello, Jun 02, 2015
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    ABSTRACT: The following re-conceptualisation of vocational expertise is premised on reconciling contributions from cognitive psychology with those from social and cultural theories of thinking and acting. Relations between the individuals acting and the social practice in which they act are proposed as bases for knowing and performance — knowing in practice. Domains of knowledge are held to be products of reciprocal and interpretative construction arising from individuals' engagement in social practice, rather than being abstracted disciplinary knowledge or disembedded sociocultural tools. The construction of the individuals' domains of vocational practice is constituted reciprocally through their participation at work. Some implications for curriculum are also proposed.
    Learning and Instruction 12/2001; 11(6-11):431-452. DOI:10.1016/S0959-4752(00)00040-2 · 3.73 Impact Factor
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    ABSTRACT: Argues for a multidimensional view of expertise in which both the vertical and the horizontal dimensions are relevant for the understanding and acquisition of expertise. Two features of this view of expertise are polycontextuality (engagement in multiple ongoing tasks) and boundary crossing (transporting of ideas, concepts, and instruments from seemingly unrelated domains into the domain of focal inquiry). After discussing the concepts theoretically, the authors analyze 3 cases of collaborative problem solving and learning in team environments. The cases are based on recordings and observations conducted in a municipal welfare and health center, a primary school, and an industrial plant in Finland. Analyses of the cases indicate that an activity-theoretical framework (focusing on the objects and mediating artifacts of actual processes of collaborative work and problem solving) may be useful in articulating the horizontal dimension of expertise. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
    Learning and Instruction 11/1995; 5(4):319-336. DOI:10.1016/0959-4752(95)00021-6 · 3.73 Impact Factor
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    ABSTRACT: In this important theoretical treatise, Jean Lave, anthropologist, and Etienne Wenger, computer scientist, push forward the notion of situated learning--that learning is fundamentally a social process and not solely in the learner's head. The authors maintain that learning viewed as situated activity has as its central defining characteristic a process they call legitimate peripheral participation. Learners participate in communities of practitioners, moving toward full participation in the sociocultural practices of a community. Legitimate peripheral participation provides a way to speak about crucial relations between newcomers and oldtimers and about their activities, identities, artifacts, knowledge and practice. The communities discussed in the book are midwives, tailors, quartermasters, butchers, and recovering alcoholics, however, the process by which participants in those communities learn can be generalized to other social groups.
    1 09/1991; Cambridge University Press.