Relatively little attention has been paid to how educators actively construct linkages between different forms of knowledge at the micro-level of educational activities in campus-based teacher education. The current article addresses this gap in existing literature by empirically examining how educators construct theory-practice linkages through the use of practice-based artefacts when teaching at campus. By employing analytical tools associated with a sociomaterial perspective, the article demonstrates the value of applying this perspective to examine the role specific artefacts can play in forging linkages between different forms of knowledge, and highlights the creative and constructive work required by educators for such linkages to be made transparent in a higher education context.

在基于校园的教师教育的微观教育活动中，教育者如何积极地构建不同形式知识之间的联系的关注相对较少。本文通过在校园教学时通过实践检验人工制品的使用，通过经验检验教育者如何构建理论与实践的联系，从而解决了现有文献中的这一空白。通过使用与社会材料观点相关的分析工具，本文证明了应用这种观点来检验特定手工艺品在建立不同形式的知识之间的联系中所扮演的角色的价值，并强调了教育工作者为实现这种联系所需要的创造性和建设性工作在高等教育中透明化。