Springer Epistemic Fluency and Professional Education: Innovation, Knowledgeable Action and Actionable Knowledge: 14 (Professional and Practice-based Learning, 14)

From the Back Cover This book, by combining sociocultural, material, cognitive and embodied perspectives on human knowing, offers a new and powerful conceptualisation of epistemic fluency – a capacity that underpins knowledgeable professional action and innovation. Using results from empirical studies of professional education programs, the book sheds light on practical ways in which the development of epistemic fluency can be recognised and supported - in higher education and in the transition to work.The book provides a broader and deeper conception of epistemic fluency than previously available in the literature. Epistemic fluency involves a set of capabilities that allow people to recognize and participate in different ways of knowing. Such people are adept at combining different kinds of specialised and context-dependent knowledge and at reconfiguring their work environment to see problems and solutions anew.In practical terms, the book addresses the following kinds of questions. What does it take to be a productive member of a multidisciplinary team working on a complex problem? What enables a person to integrate different types and fields of knowledge, indeed different ways of knowing, in order to make some well-founded decisions and take actions in the world? What personal knowledge resources are entailed in analysing a problem and describing an innovative solution, such that the innovation can be shared in an organization or professional community? How do people get better at these things; and how can teachers in higher education help students develop these valued capacities? The answers to these questions are central to a thorough understanding of what it means to become an effective knowledge worker and resourceful professional. Product Description This book draws on a 4-year study of boundaries between university-based professional education and professional practice, analysing the epistemic nature of professional work and identifying sources of capability needed for people to engage successfully in it. Review “For educators of pre-service or in-service teachers, this book is even more important as it offers an alternative to conventional understandings of cognition and learning, and an array of strategies that may also be relevant to the way we teach in secondary and primary contexts. … I highly recommend this book for researchers and educators who are involved in professional education or professional learning.” (James Davis, Curriculum Perspective, Vol. 37, 2017) About the Author Lina Markauskaite is an Associate Professor in the Centre for Research on Computer Supported Learning and Cognition (CoCo), the University of Sydney. Lina has been carrying out studies in the areas technology-enhanced teaching and learning, professional knowledge and methodological innovation since the mid 90s. She has published more than 75 refereed papers and an edited book. Her most recent work spans two related areas. Her primary area is concerned with understanding the nature of capabilities involved in complex inter-professional knowledge work and learning. Her formulated theoretical accounts of professional knowing bring into a single framework insights from psychology, neuroscience, anthropology, design, linguistic, organisational studies, and science and technology studies (STS). The second research area is emerging inter-disciplinary research methods. Her recent work includes the co-edited book Methodological choice and design: Scholarship, policy and practice in social and educational research (Springer, 2010, with Peter Freebody and Jude Irwin) and a special issue eResearch for education: Applied, methodological and critical perspectives (with Peter Reimann, 2014).  Peter Goodyear is Professor of Education and Australian Laureate Fellow at the University of Sydney in Australia. He is the founding co-director of the Centre for Research on Computer Supported Learning and Cognition (CoCo) and