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008 100805s2010 ne | s |||| 0|eng d
020 _a9789048139699
_9978-90-481-3969-9
040 _cMX-MeUAM
050 4 _aLC1051-1072
050 4 _aLC1041-1048
082 0 4 _a370.113
_223
100 1 _aEdwards, Anne.
_eauthor.
245 1 0 _aBeing an Expert Professional Practitioner
_h[recurso electrónico] :
_bThe Relational Turn in Expertise /
_cby Anne Edwards.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2010.
300 _aXII, 172 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aProfessional and Practice-based Learning,
_x2210-5549 ;
_v3
505 0 _aIntroducing the Resourceful Practitioner -- Expertise: The Relational Turn -- Knowledge Work at Practice Boundaries -- Relational Agency: Working with Other Practitioners -- Working Relationally with Clients -- Being a Professional -- Working Upstream -- Researching the Relational in Practices.
520 _aProfessionals deal with complex problems which require working with the expertise of others, but being able to collaborate resourcefully with others is an additional form of expertise. This book draws on a series of research studies to explain what is involved in the new concept of working relationally across practices. It demonstrates how spending time building common knowledge between different professions aids collaboration. The core concept is relational agency, which can arise between practitioners who work together on a complex task: whether reconfiguring the trajectory of a vulnerable child or developing a piece of computer software. Common knowledge, which captures the motives and values of each profession, is essential for the exercise of relational agency and contributing to and working with the common knowledge of what matters for each profession is a new form of relational expertise. The book is based on a wide body of field research including the author’s own. It tackles how to research expert practices using Vygotskian perspectives, and demonstrates how Cultural Historical and Activity Theory approaches contribute to how we understand learning, practices and organisations.
650 0 _aEducation.
650 1 4 _aEducation.
650 2 4 _aProfessional & Vocational Education.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789048139682
830 0 _aProfessional and Practice-based Learning,
_x2210-5549 ;
_v3
856 4 0 _zLibro electrónico
_uhttp://148.231.10.114:2048/login?url=http://link.springer.com/book/10.1007/978-90-481-3969-9
596 _a19
942 _cLIBRO_ELEC
999 _c205633
_d205633