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Being an Expert Professional Practitioner
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The article was published on 2010-01-01. It has received 228 citations till now.read more
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Democratizing Teacher Education
TL;DR: The authors argue that teacher education needs to make a fundamental shift in whose knowledge and expertise counts in the education of new teachers using tools afforded by cultural historical activity theory (CHAT) and deliberative democracy theory.
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Sociomaterial approaches to conceptualising professional learning and practice
TL;DR: In this paper, the authors argue that the professions have come to dominate our world, and that their knowledge and decisions influence all facets of modern life, as Abbott (1988) expresses it: "They heal our bodies, measure our profit, and decide our decisions."
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Recognising and realising teachers’ professional agency
TL;DR: In this paper, the authors propose a definition of agency which emphasises commitment, responsibility, strong judgements, self-evaluation, connection to the common good and attention to what people do.
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Sufficient competence in community elderly care? Results from a competence measurement of nursing staff
TL;DR: It is found that nursing staff have competence in all areas measured, but that the level of competence was insufficient in the areas nursing measures, advanced procedures, and nursing documentation.
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Epistemic practices and object relations in professional work
Monika Nerland,Karen Jensen +1 more
TL;DR: In this article, the authors suggest that a perspective of epistemic practices and object relations is useful for conceptualizing the epistemic dimensions of professional work and learning, and use examples from the nursing profession to illustrate how it may be employed to examine: (i) how practitioners develop knowledge and practice by engaging with epistemic objects; (ii) how relations with objects give rise to community formation and (iii) how object relations link practitioners with a wider knowledge world.