Knowing in practice: re-conceptualising vocational expertise

By Stephen Billett. 2001

328 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/5ddc64b63cd1bbf6101b88db1a3e748ea1d7d360

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Panayiotis Antoniou
2. L. Kyriakides
3. Bert Creemers
4. Gloria Dall’Alba
5. Jörgen Sandberg
6. R. Barnacle
7. Peter Kelly
8. J. Scheerens

In Human Factors and Ergonomics

1. R. Barnacle
2. Gloria Dall’Alba
3. Peter Kelly
4. Panayiotis Antoniou
5. L. Kyriakides
6. Jörgen Sandberg

In Sociology and Political Science

1. R. Barnacle
2. Gloria Dall’Alba
3. Peter Kelly
4. Panayiotis Antoniou
5. L. Kyriakides
6. Jörgen Sandberg
7. Bert Creemers

Citations in the corpus

• Returning to Practice Anew: A Life-World Perspective (2009, background): “…of practice (Lave and Wenger 1991; Wenger 1998), activity theory (Engeström et al. 1999; Blackler and Crump 2000), socio-cultural theories (Cole 1996; Billett 2001), actor-network theory (Latour 1999; Law and Hassard 1999), activity-based approaches to strategy (Johnson et al. 2003; Jarzabkowski…”
• Toward a Workplace Pedagogy: Guidance, Participation, and Engagement (2002, unknown): “There are different bases for what constitutes expert vocational practice in different situations in which the practice is being enacted (Billett, 2001c; Engestrom & Middleton, 1996).”
• Workplace participatory practices: Conceptualising workplaces as learning environments (2004, unknown): “The requirements for what constitutes a problem and the bases for judging performance, such as elegance of solution, are often highly situational (Billett 2001b).”
• An ontological turn for higher education (2007, background): “Given the dynamic and complex nature of practice, there are multiple ways in which it is enacted (see, for example, Billett, 2001; Dall’Alba, 2002; Mol, 2002).”
• Teacher behaviour and student outcomes : Suggestions for research on teacher training and professional development (2009, background): “It is also acknowledged that the notion that skill development can be conceptualised as a defined body of knowledge and skills has been questioned from within a range of research approaches (e.g., Ball & Cohen, 1999; Billett, 2001; Dall’Alba & Sandberg,1996; Schon, 1987).”
• Sociogeneses, Activity and Ontogeny (2003, unknown): “Analyses of work activities using activity theory (Billett, 2001a; Engeström, 1993), and those emphasizing the local ordering of practice (Suchman, 1996) and local negotiations and interactions (Engeström & Middleton, 1996), delineate factors that make each instance of work practice in some way…”
• Unveiling Professional Development: A Critical Review of Stage Models (2006, methodology): “Overviews of these models are presented elsewhere (e.g., Berliner, 1994; Billett, 2001; Ericsson & Smith, 1991; Hoffman, 1992; Sternberg & Ben-Zeev, 2001; Sternberg et al., 2000).”
• What is teacher learning? A socio‐cultural perspective (2006, background): “…and both conceptual artefacts such as models and theories, and physical artefacts such as books and computers (Lave & Wenger, 1991; Wenger, 1998; Billett, 2001); ● Teacher expertise is closely linked to the circumstances to which it pertains: not to precise situations, but to the particular…”