Abstract
A constructivist model of expertise development in dynamic situation management is described with the aim of contribution on training design and management. Four dimensions of the activity are considered: planning, temporality, cooperation and working with tools. Competence behind the expertise is described as an interaction of various types of knowledge such as conceptual structure of task, individual and collective resource management and instrumental knowledge. The cognitive difficulties encountered by learners are analyzed for each dimension. Some issues such as conceptual models and support for reflexive activity in training design and management are discussed.

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