Experts' ways of knowing

Abstract

This paper reports the outcomes of pilot study that aimed to investigate how experts think act, and learn. Central to the investigation were the need to identify the role that contributions from individuals' personal history as well as situational factors play in experts' thinking and acting. The study comprises an investigation of three vocational experts' characterisation of expertise, their ways of knowing and the knowledge they deployed when engaged in work-related activities. These experts are a painter, midwife and a breakdown mechanic. Drawing on other and previous work, the outcomes of this study suggest that current accounts of expertise are perhaps too narrowly defined and that situational factors and dispositional attributes need to be included if expertise is to be understood more fully. The outcomes also suggest that goals for and curriculum practice within vocational education needs to account for situational factors, the range of experiences of individuals in developing expertise and the interest and values which underpins their performance.