Abstract
A lack of alignment between professional practice and education has triggered the move to alternative educational models, often with detailed scripts and templates to be followed. Among these are variants of problem/case-based models, where learners are challenged to achieve professionally desired learning outcomes and acquire knowledge and skills in their respective disciplines by encountering real-life situations as the stimulus and focus of their learning activities. A characteristic of these diverse models is that their scripts have been based on theories and understandings of what constitutes good learning and teaching in general. This article reports on a study conducted among law students that uses a script which focuses on the core ‘know-how’ of the legal profession. To examine the merits of this approach with respect to actionable knowledge, we employ perspectives from Knorr Cetina’s practice-theoretical lens. Particular attention is paid to how students are introduced to and learn the three archetypes of epistemic practices that Knorr Cetina identifies as central for members of expert cultures. The results from the study not only show that these practices were developed but also detail what is important in this respect. Thus, the article addresses calls in this journal for more research on how connections between school and work for professionals can be enhanced.
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Notes
Shulman characterizes professional education more generally as a synthesis of three apprenticeships. The third being a moral apprenticeship; i.e.to think and act in a responsible and ethical manner.
The term “script”, borrowed from science and technology studies (STS), designates the vision of what and the program of action a technology is supposed to accomplish (Akrich and Latour 1992)
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Funding
This research was conducted as part of the project, Horizontal Governance and Learning Dynamics in Higher Education, funded by the Research Council of Norway under the FINNUT programme (2012–2016).
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Jensen, K., Strømsø, H.I. Problem-Based Learning: the Emergence of New Scripts and Roles for Teachers to Render Epistemic Practices Transparent. Vocations and Learning 12, 343–360 (2019). https://doi.org/10.1007/s12186-018-09215-8
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DOI: https://doi.org/10.1007/s12186-018-09215-8