This study investigates how organizational features of university and workplace institutions shape coherence between ideas about the knowledge required for professional education across the curriculum, in two “semi-professions”—teaching and social work. While coherence is imperative for program design in professional education frameworks that include theoretical and practicum components, it is often found to be challenging, especially in occupational fields where connections between knowledge and practice are historically weak and a demarcated knowledge base for professional preparation is missing. Based on a triangulation of qualitative research methods conducted in the working contexts of 56 professional educators in Israel, this study reveals more coherent curricula in social work education than in teacher education and exposes how such divergence is determined by the state of alignment between organizations of practice and research activities in workplace and university institutions. Findings show that whereas the organization of research activities determines faculty domains of expertise and involvement in the program and subsequently, the knowledge represented in theoretical courses, the organization of professional practice, as imposed by core working conditions, requires activating particular domains of professional knowledge in practicum settings. By underscoring institutional influences on curricular coherence in professional education, the study contributes to the international discussion about the role of academic knowledge in professional training and highlights how organizational conditions in both professional and higher education settings create affordances and limitations for professional education curricula.

这项研究调查了大学和工作场所机构的组织特征如何在整个“半专业”（教学和社会工作）这两个“半职业”中，形成了关于整个课程中专业教育所需知识的观念之间的一致性。虽然在包括理论和实践组成部分的专业教育框架中，程序设计必须具有连贯性，但通常发现它具有挑战性，特别是在知识和实践之间的联系历史薄弱且缺少专业准备知识界限的职业领域。根据在以色列56名专业教育工作者的工作环境中进行的定性研究方法的三角测量，这项研究揭示了社会工作教育中的课程比教师教育中的课程更连贯，并且揭示了这种差异是如何由工作场所和大学机构中的实践组织与研究活动之间的一致状态决定的。研究结果表明，尽管研究活动的组织决定了教师的专业知识领域和参与计划的范围，但随后，理论课程所代表的知识，核心工作条件所强加的专业实践组织却需要激活特定领域的专业知识。实践设置。通过强调机构对专业教育课程连贯性的影响，