Skip to main content
SpringerLink
Log in
Book cover

Transdisciplinary Professional Learning and Practice pp 121–133Cite as

Educational Knowledge in Professional Practice: A transdisciplinary approach

  • Chapter
  • First Online:

Abstract

Professional Practice often involves knowledge purposes and practices that are transdisciplinary (TD). Some universities have theorised these practices and have developed innovative curricula, pedagogies and assessments with TD as a guiding principle. Learning and teaching through a TD lens has enabled educational knowledge to be developed in sites that are not controlled or codified by the academy. Such knowledge is created outside of academia in highly context-bound situations. A TD approach to Professional Practice knowledge is socially accountable and reflexive, involving fields of understanding rather than disciplines, and is increasingly acknowledged as valuable in work settings.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD   54.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Armsby, P., Costley, C., & Garnett, J. (2006). The legitimisation of knowledge: A work based learning perspective of APEL. International Journal of Lifelong Learning and Education, 25(4), 369–383.

    Article  Google Scholar 

  • Bernstein, B. (1971). On the classification and framing of educational knowledge. In M. F. D. Young (Ed.), Knowledge and control: New directions for the sociology of education (pp. 47–69). London: Collier MacMillan.

    Google Scholar 

  • Berry, K. S. (2004). In J. L. Kincheloe & K. S. Berry (Eds.), Rigor and complexity in educational research (2nd ed.). Maidenhead: OU.

    Google Scholar 

  • Boud, D. (2001). Creating a work-based curriculum. In D. Boud & N. Solomon (Eds.), Work-based learning: A new higher education? (pp. 44–58). Milton Keynes: The Society for Research into Higher Education and Open University Press. ISBN 9780335205806.

    Google Scholar 

  • Boud, D., & Costley, C. (2006). From project supervision to advising: new conceptions of the practice. Innovations in Education and Teaching International, 44(2), 119–130.

    Article  Google Scholar 

  • Bradbury, H., Frost, N., Kilminster, S., & Zukas, M. (2010). Beyond reflective practice: New approaches to professional lifelong learning. London: Routledge.

    Google Scholar 

  • Brodie, P., & Irving, K. (2007). Assessment in work-based learning: Investigating a pedagogical approach to enhance student learning. Assessment and Evaluation in Higher Education, 32(1), 11–19.

    Article  Google Scholar 

  • Candy, P. (1991). Self-direction for lifelong learning: A comprehensive guide to theory and practice. San Francisco: Jossey Bass.

    Google Scholar 

  • Costley, C. (2014). General credit: A recognition of lifewide learning. In N. Jackson & J. Willis (Eds.), Lifewide learning & education in universities and colleges. E-book. Lifewide Education. http://www.learninglives.co.uk/e-book.html. Accessed 9 Oct 2014.

  • Costley, C., & Armsby, P. (2007a). WBL assessed as a field or a mode of study. Assessment and Evaluation in Higher Education, 32(1), 21–33.

    Google Scholar 

  • Costley, C., & Armsby, P. (2007b). Research influences on a professional doctorate. Research in Post-Compulsory Education, 12(3), 343–357.

    Google Scholar 

  • Costley, C., & Armsby, P. (2007c). Methodologies for undergraduates doing practitioner investigations at work. Journal of Workplace Learning, 19(3), 131–145.

    Google Scholar 

  • Costley, C., Elliott, G., & Gibbs, P. (2010). Doing work based research; Approaches to enquiry for insider-researchers. London: Sage.

    Google Scholar 

  • Council for Adult and Experiential Learning.http://www.cael.org/. Accessed 9 Oct 2014.

  • Dewey, J. (1938). Experience and education. New York: Collier.

    Google Scholar 

  • Freire, P. (1972). Pedagogy of the oppressed. Harmondsworth: Penguin.

    Google Scholar 

  • Garnett, J. (2001). WBL and the intellectual capital of universities and employers. Learning Organization, 8(2), 78–81. ISSN 0969-6474.

    Google Scholar 

  • Garnett, J., Comerford, A., & Webb, N. (2001). Working with partners to promote intellectual capital. In D. Boud & N. Soloman (Eds.), Work-based learning: A new higher education? Milton Keynes: The Society for Research into Higher Education and Open University Press. ISBN 9780335205806.

    Google Scholar 

  • Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The new production of knowledge: The dynamics of science and research in contemporary societies. London: Sage.

    Google Scholar 

  • Gibbs, P., & Costley, C. (2006). Work-based learning: Discipline, field or discursive space or what? Research in Post-Compulsory Education, 11(3), 341–350. ISSN 1359-6748.

    Google Scholar 

  • Gibbs, P., & Garnett, J. (2007). Work-based learning as a field of study. Research in Post-Compulsory Education, 12(3), 409–421. ISSN 1359-6748.

    Google Scholar 

  • Gray, D. E. (2009). Doing research in the real world (2nd ed.). London: Sage.

    Google Scholar 

  • Helyer, R. (2010). The WBL student handbook. Palgrave: Basingstoke.

    Google Scholar 

  • Kemmis, S., & Wilkinson, M. (1998). Participatory action research and the study of practice. In B. Atweh, S. Kemmis & P. Weeks (Eds.), Action research in practice: Partnerships for social justice in education (pp. 21–36). London: Routledge.

    Google Scholar 

  • Kincheloe, J. L. (2004). Questions of disciplinarity/interdisciplinarity in a changing world. In J. L. Kincheloe & K. S. Berry (Eds.), Rigor and complexity in educational research (2nd ed.). Maidenhead: OU.

    Google Scholar 

  • Kincheloe, J. L. (2008). Critical pedagogy. New York: Peter Lang Publishing.

    Google Scholar 

  • Knowles, M. S. (1975). Self-directed learning. New York: Association.

    Google Scholar 

  • Knowles, M. S. (1990). The adult learner: A neglected species (4th ed.). London: Gulf Publishing.

    Google Scholar 

  • Lester, S., & Costley, C. (2010). Work-based learning at higher education level: Value, practice and critique. Studies in Higher Education, 35(5), 561–575.

    Article  Google Scholar 

  • Levi Strauss, C. (1966). The savage mind. Chicago: University of Chicago Press.

    Google Scholar 

  • McGregor, S. L. T., & Volckmann, R. (2011). Transversity. Tuscan: Integral Publishing.

    Google Scholar 

  • Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey Bass.

    Google Scholar 

  • Nicolescu, B. (2002). Manifesto of transdisciplinarity (trans: K. -C. Voss). New York: SUNY.

    Google Scholar 

  • Nicolescu, B. (2010). Disciplinary boundaries—What are they and how they can be transgressed? Paper prepared for the international symposium on research across boundaries. Luxembourg: University of Luxembourg. http://basarab.nicolescu.perso.sfr.fr/Basarab/Docs_articles/Disciplinary_Boundaries.htm#_ftn1. Accessed 9 Oct 2014.

  • Nowotny, H., Scott, P., & Gibbons, M. (2001). Re-thinking science: Knowledge and the public in an age of uncertainty. Cambridge: Polity Press.

    Google Scholar 

  • Nowotny, H., Scott, P., & Gibbons, M. (2003). Mode 2 revisited: The new production of knowledge. Minerva, 41(3), 179–194.

    Article  Google Scholar 

  • Osborne, C., Davies, J., & Garnett, J. (1998). Guiding the student to the centre of the stakeholder curriculum: independent and work-based learning at Middlesex University. In J. Stephenson & M. Yorke (Eds.), Capability and Quality in Higher Education. London: Kogan Page. http://www.heacademy.ac.uk/assets/documents/resources/heca/heca_cq_10.pdf. Accessed 9 Oct 2014.

  • Schön, D. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.

    Google Scholar 

  • The Higher Education Capability Journal Archive. Capability. HEA Archive. http://www.heacademy.ac.uk/HECA. Accessed 9 Oct 2014.

  • The Learning from Experience Trust.http://letaplapel.blogspot.co.uk/2013/04/welcome-to-learning-from-experience.html. Accessed 28 March.

  • World Congress on Transdisciplinarity. (1994). Charter adopted at the First World Congress of Trandisciplinarity, Convento da Arrábida, Portugal, November 2–6. http://marianathieriot.wordpress.com/2014/03/12/charter-of-transdisciplinarity/.

Download references

Author information

Authors and Affiliations

  1. Middlesex University, London, UK

    Carol Costley

Authors
  1. Carol Costley
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Carol Costley .

Editor information

Editors and Affiliations

  1. Middlesex University, London, United Kingdom

    Paul Gibbs

Rights and permissions

Reprints and permissions

Copyright information

© 2015 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Costley, C. (2015). Educational Knowledge in Professional Practice: A transdisciplinary approach. In: Gibbs, P. (eds) Transdisciplinary Professional Learning and Practice. Springer, Cham. https://doi.org/10.1007/978-3-319-11590-0_9

Download citation

Publish with us

Policies and ethics

Search

Navigation