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Table of Contents
Intro; Dedication; Series Editors' Foreword; Preface; Acknowledgements; Contents; Chapter 1: Supporting the Acquisition of Expertise: A Challenge for Research; 1.1 The Good, the Successful, and the Talented: Understanding Excellent Individuals in Their Social Contexts; 1.2 The Research Challenge; 1.3 Professional Learning: Learning Professionals; 1.4 Merging Individual and Social Influences on Professional Learning; Chapter 2: Meta-Theoretical Perspective on Workplace Learning Research; 2.1 An Ontogenesis of Research on Workplace Learning.
2.1.1 First Generation of Research on Workplace Learning2.1.2 Second Generation of Research on Workplace Learning; 2.1.3 Recent Developments; 2.2 Paradigmatic Approaches and Disciplinary Backgrounds of Research on Workplace Learning; 2.2.1 Cognitive Psychology; 2.2.2 Pedagogy and Educational Philosophy; 2.2.3 Sociology and Sociocultural Anthropology; 2.2.4 Business Sciences, Economics, and Human Resource Development; 2.3 Commonly Shared Interests; 2.4 Epistemological Excursus; Chapter 3: The Successful Individual; 3.1 Individual Components of the Successful Individual; 3.1.1 Expert Memory.
3.1.2 Expert Knowledge3.1.3 Expert Problem-Solving and Expert Decision-Making; 3.1.4 Expert Experience; 3.1.5 Expert Biography; 3.2 Social Components of the Successful Individual; 3.2.1 Participation in Shared Professional Activities; 3.2.2 Relation with Others Who Guide One's Professional Development; 3.2.3 Professional Networks; 3.2.4 Professional Working Conditions; Chapter 4: The Impeded Individual; 4.1 Individual Components of the Impeded Individual; 4.1.1 Problematic States: Lacking Motivation; 4.1.2 Problematic Traits; 4.1.3 Negative Affections and Emotions Related with the Profession.
4.1.4 Resistance: Reflected Decision Not to Act Professionally in a Specific Situation or in a Specific Workplace4.2 Social Components of the Impeded Individual; 4.2.1 Bad Relations with Colleagues; 4.2.2 Hierarchical Work Structures: Power Relation Between Bosses and Subordinates; 4.2.3 Competence-Impeding Organisational Structures and Working Conditions: Divergence of Economic and Educational Goals at the Workplace; 4.2.4 Unfavourable or Lacking Relations Within Professional Networks; 4.2.5 Cultural Differences at the Workplace.
Chapter 5: Supporting the Acquisition of Expertise: Fostering Individual Development and Creating Professional Communities5.1 Development of Expertise; 5.2 Deliberate Practice; 5.3 Design of Learning Environments: Situated Learning As a Destination; 5.4 Learning in Apprenticeship Relations; 5.5 Entering Communities of Practice; Chapter 6: Supporting the Maintenance of Expertise; 6.1 Changing World, Changing Skills, Changing Tools, and Changing Organisations; 6.1.1 Historic Changes of Human Activities, Developments, and Complexities.
2.1.1 First Generation of Research on Workplace Learning2.1.2 Second Generation of Research on Workplace Learning; 2.1.3 Recent Developments; 2.2 Paradigmatic Approaches and Disciplinary Backgrounds of Research on Workplace Learning; 2.2.1 Cognitive Psychology; 2.2.2 Pedagogy and Educational Philosophy; 2.2.3 Sociology and Sociocultural Anthropology; 2.2.4 Business Sciences, Economics, and Human Resource Development; 2.3 Commonly Shared Interests; 2.4 Epistemological Excursus; Chapter 3: The Successful Individual; 3.1 Individual Components of the Successful Individual; 3.1.1 Expert Memory.
3.1.2 Expert Knowledge3.1.3 Expert Problem-Solving and Expert Decision-Making; 3.1.4 Expert Experience; 3.1.5 Expert Biography; 3.2 Social Components of the Successful Individual; 3.2.1 Participation in Shared Professional Activities; 3.2.2 Relation with Others Who Guide One's Professional Development; 3.2.3 Professional Networks; 3.2.4 Professional Working Conditions; Chapter 4: The Impeded Individual; 4.1 Individual Components of the Impeded Individual; 4.1.1 Problematic States: Lacking Motivation; 4.1.2 Problematic Traits; 4.1.3 Negative Affections and Emotions Related with the Profession.
4.1.4 Resistance: Reflected Decision Not to Act Professionally in a Specific Situation or in a Specific Workplace4.2 Social Components of the Impeded Individual; 4.2.1 Bad Relations with Colleagues; 4.2.2 Hierarchical Work Structures: Power Relation Between Bosses and Subordinates; 4.2.3 Competence-Impeding Organisational Structures and Working Conditions: Divergence of Economic and Educational Goals at the Workplace; 4.2.4 Unfavourable or Lacking Relations Within Professional Networks; 4.2.5 Cultural Differences at the Workplace.
Chapter 5: Supporting the Acquisition of Expertise: Fostering Individual Development and Creating Professional Communities5.1 Development of Expertise; 5.2 Deliberate Practice; 5.3 Design of Learning Environments: Situated Learning As a Destination; 5.4 Learning in Apprenticeship Relations; 5.5 Entering Communities of Practice; Chapter 6: Supporting the Maintenance of Expertise; 6.1 Changing World, Changing Skills, Changing Tools, and Changing Organisations; 6.1.1 Historic Changes of Human Activities, Developments, and Complexities.