It has been argued that teachers need practical principled knowledge and that design research can help develop such knowledge. What has been underestimated, however, is how to make such know-how and know-why useful for teachers. To illustrate how principled knowledge can be “practicalized”, we draw on a design study in which we developed a professional development program for primary school teachers (N = 5) who learned to design language-oriented mathematics lessons. The principled knowledge we used in the program stemmed from the literature on genre pedagogy, scaffolding, and hypothetical learning trajectories. We show how shifting to a simple template focusing on “domain text” rather than genre, and “reasoning steps” rather than genre features made the principled knowledge more practical for the teachers.
LINK
Over the past three years we have built a practice-oriented, bachelor level, educational programme for software engineers to specialize as AI engineers. The experience with this programme and the practical assignments our students execute in industry has given us valuable insights on the profession of AI engineer. In this paper we discuss our programme and the lessons learned for industry and research.
MULTIFILE
