Abstract
Approaches to the long-standing challenges of integrating subject-based and workbased knowledge in higher education programs have typically focused on questions of how learning can be transferred from one setting to another, relating the assumed “abstract” nature of theory to the assumed “real” nature of practice. This is often seen as a single movement, as encapsulated in the term “from theory to practice.” A significant feature in such thinking is to do with knowledge, with a limited understanding of work-based learning as about the transmission of skills or inculcation into the routine processes of work environments.
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Evans, K., Guile, D. (2012). Putting Different forms of Knowledge to Work in Practice. In: Practice-Based Education. Practice, Education, Work and Society, vol 6. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-128-3_9
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DOI: https://doi.org/10.1007/978-94-6209-128-3_9
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