ABSTRACT
This chapter reviews the relevant concepts starting with Bernstein's conceptualisation of theoretical or disciplinary knowledge with his recontextualization rules and talks about the post-Bernsteinian researchers such as van Oers in developing the recontextualizing concept further for pedagogic practices. It investigates other post-Bernsteinian researchers' theories, which are focused on work-related practices and includes a definition of an occupational pedagogy of teachers. Regions "are constructed by recontextualizing singulars into larger units which operate both in the intellectual field of disciplines and in the field of external practice", and they include "engineering, medicine, and architecture. For a teacher or a practising professional to operate, she/he would ascertain the facts and inferences to use them towards making a professional judgement and use a pattern from past experiences to action activity. These actions exemplify a situated cognition setting. These higher cognitive processes can apply to decision-making by a gas fitter or an EM clinician.
