ABSTRACT
This chapter will examine the potential for knowledgeable professional and vocational practice by exploring some of the relations between workplace learning and formal educational curriculum and pedagogy, and how these relate to conceptualisations of normative practice. It will be argued that professional and vocational education suffers from (i) a tendency not to differentiate sufficiently between different forms of knowledge and practice and (ii) a lack of a theory which can illustrate how these specific elements can be fruitfully interrelated to support the development of competent and expert practitioners. The chapter will foreground how less attenuated and normative theories of practice, as outlined by Hager (2011) and Rouse (2007), can be brought together with studies of vocational knowledge and its recontextualisation (as I outlined in Hordern 2014a and 2014b) to develop a conceptualisation of knowledgeable professional and vocational practice.
