ABSTRACT
Highly relevant for the study of professional development, are the related fields of expertise, learning, and decision making. These fields of knowledge can be defined as distinct, and can be studied separately, but can also be regarded as being highly interrelated. For this section some models and perspectives have been selected that we believe are particularly important for understanding the professional development process. We start out by presenting some of the perspectives by Tversky and Kahneman, thereafter some perspectives from a group of Finnish researchers (e.g., Engestrøm, 2001), and from Glaser and Chi (1988) and Dreyfus and Dreyfus (1986) that collectively seem to suggest a common structure of learning that has emerged from different authors, in different countries, and at different periods. If there is a common structure for learning in the helping professions, it is important that we capture it. A proposed schema for organizing types of learning expression is presented in Table 2.1. Learning Types and Perspectives https://www.niso.org/standards/z39-96/ns/oasis-exchange/table">
Bateson (1972)
Type I
Type II
Type III
Sfard (1998)
Acquisition
Participation
Engestrøm (2001)
Acquisition
Participation
Expansive/Creative
Fleming (1953)
Imitation
Corrective
Creative
Dreyfus & Dreyfus
Rules
Aspects
Use of Maxims à Post Maxims
Bandura/Skinner
Modeling & Conditioning
Operant & Conditioning
Rønnestad (1997)
Modeling
Feedback
Experiential
