文档介绍：‘I take engineering with me’: theory and practice in an engineering curriculum
Chris Winberg (Cape Peninsula University of Technology), Penelope Engel-Hills (Cape Peninsula University of Technology), Cecilia Jacobs (Stellenbosch University), James Garraway (Cape Peninsula University of Technology) and Simon Winberg (University of Cape Town).
Knowledge and Curriculum in higher education symposium, CHED, UCT, 7-8 November 2012
Abstract
The distinctiveness of theory and practice, as well as their importance in the education of professionals, can be understood as an ‘epistemological dilemma’. Because the knowledge bases of theory and practice are different, even within the same professional knowledge system, there are strong arguments for maintaining boundaries between theory and practice in professional education (Bernstein 2000; Muller 2009). Professional curricula have traditionally drawn on both disciplinary knowledge (the pure and applied disciplines that form the foundation of professional programmes) and practice-based or ‘working knowledge’(the knowledge required to carry plex work practices and the local knowledge associated with sites of practice). We argue that universities that are in the business of offering professional education need to engage students with both disciplinary and practice-based knowledge in ways that support the provision of ‘epistemological access’(Morrow, 2003/2009) to professional knowledge. How a traditional engineering programme addresses this provision is the issue that we speak to in this paper.
We draw on accounts of the distinctiveness of theoretical (., Bernstein, 1999; t, 2006; Gamble, 2006; Muller, 2009) and practice-based (., Billet, 2009, Edwards & Daniels, 2012; Graham et al., 2006) knowledge to describe the resources for professional programmes, to analyse the relationship between knowledge types and to show how they are represented in curricula. We draw on an empirical study in the development of a four-year p