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'Duaal' learning program and continuous learning trajectory for Technological innovation in building industry
Abstract
The development in (Dutch) building practice necessitates developments in other aspects, besides specialized and professional skills. Important is the knowledge exchange between different participants in design teams. Eindhoven University of Technology (TU/e) started the 'Duaal traject" (route), in which students merge (combine) working in the practice and studying at the university at the same time. The results of the combined education of students in a professional context and the university is presented and discussed. Within the Technische Universiteit Eindhoven study is done into possible differences by organizing training-workshops for students with different educational backgrounds; middle and higher professional education and academic education.
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This paper reconsiders Benner's book From Novice to Expert , in which the expert is portrayed as a reflective practitioner who works intuitively, drawing almost unconsciously on a repertoire of context‐specific paradigm cases.
In the light of more recent writings on informal, practice‐based theory, it is suggested that there is a sixth level beyond expertise which is characterized by mindful practice and informal theory building. At this level, the practitioner constructs informal theory out of practice, applies that theory back into practice, and reflexively modifies the theory as a result of the changed clinical situation.
Seen in this way, theory and practice are two parts of the same process, and the theory‐practice gap is closed.