Preliminary Material / Karen Jensen , Leif Chr. Lahn and Monika Nerland -- Introduction / Karen Jensen , Leif Chr. Lahn and Monika Nerland -- Knowledge Cultures and Professional Learning / Karen Jensen , Leif Chr. Lahn and Monika Nerland -- Professions as Knowledge Cultures / Monika Nerland -- The Significance of Professional Education / Jens-Christian Smeby -- Knowledge in Teacher Learning: New Professional Challenges / Kirsti Klette and Tone Cecilie Carlsten -- Temporal Design in Auditors’ Professional Learning / Arve Mathisen -- Artefacts and Professional Learning / Karen Jensen , Leif Chr. Lahn and Monika Nerland -- The use of Knowledge Sources among Novice Accountants, Engineers, Nurses and Teachers / Leif Chr. Lahn -- Good Professional Work in Accounting, Engineering, Nursing and Teaching. from Practice-Based to Standard-Based Quality Assessment? / Leif Chr. Lahn and Bjørg Christiansen -- Professional Training and Knowledge Sources / Kirsti Klette and Jens-Christian Smeby -- Knowledge Ties and Modes of Self Conduct / Karen Jensen , Leif Chr. Lahn and Monika Nerland -- The Desire to Learn: An Analysis of Knowledge-Seeking Practices Among Professionals / Karen Jensen -- Gender, Knowledge and Desire – A Story of Change? / Monica Rudberg -- Self-Technologies in Work-Based Learning / Monika Nerland -- New Patterns for Epistemic Engagement in Nursing / Karen Jensen and Bjørg Christiansen -- List of Contributors / Karen Jensen , Leif Chr. Lahn and Monika Nerland.

This book presents an entirely new perspective on professional learning and knowledge based on perspectives on the knowledge society and in particular an interpretation of Knorr Cetina’s work on scientific ‘Epistemic cultures’. Starting with a conceptual chapter and followed by a suite of empirical studies from accountancy, education, nursing and software engineering, the book elaborates how a) how knowledge production and circulation take distinct forms in those fields? b) how the knowledge objects of practice in those fields engross and engage professionals and, in the process, people and knowledge are transformed by this engagement. By foregrounding an explicit concern for the role of knowledge in professional learning, the book goes much farther than the current fashion for describing ‘practice-based learning’. It will therefore be of considerable interest to the research, policy, practitioner and student communities involved with professional education/learning or interested in innovation and knowledge development in the professions.

Description based on print version record.