Curricula under Pressure: Reclaiming Practical Knowledge

Autor/inn/en	Wolff, Karin; Winberg, Chris
Titel	Curricula under Pressure: Reclaiming Practical Knowledge
Quelle	In: Teaching in Higher Education, 27 (2022) 8, S.1058-1067 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wolff, Karin) ORCID (Winberg, Chris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2022.2119079
Schlagwörter	Curriculum Development; Engineering Education; Knowledge Level; Higher Education; Technical Education; Employment Qualifications; Decision Making; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ingenieurausbildung; Wissensbasis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Technikunterricht; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Decision-making; Entscheidungsfindung; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The increasingly complex socio-technical and economic challenges of our time place considerable pressure on engineering programmes. To ensure that graduates are well-prepared to address these challenges requires curriculum developers to select the appropriate knowledge for the engineering programme. A number of key theorists, notably from the sociology of education, have contributed to conceptualising forms of knowledge in different curricula, but the nature of practical knowledge in qualifications such as the engineering technician diploma has not adequately been theorised. Following Shay, we argue for the specialist value of practical knowledge in technical engineering curricula. Our purpose is to provide a more robust conceptualisation of practical knowledge that recognises its complexity and value. We argue that prioritising theoretical, abstract knowledge over practical knowledge has impoverished technical education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01