Abstract
Practice-based education (PBE) is a pedagogy of professional learning which privileges the importance of learning through reflection in practice, contextualised and situated within professional craft knowledge, tacit legitimation claims and theoretically informed practice. It is “an approach to education that is grounded in the preparation of graduates for occupational practice” (Higgs, 2011), a workbased and workplace training. This locates PBE within wider debates around the role of reflective practice and professional craft knowledge. As such, PBE and related pedagogies often find expression within teacher education and the education of healthcare professionals. There is much congruency of these professional learning practices and contexts – both being characterised by boundary-crossing practices between the field of practice and the academy.
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Kidd, W., Czerniawski, G. (2013). Valuing Student Voice in Practice-Based Education. In: Higgs, J., Sheehan, D., Currens, J.B., Letts, W., Jensen, G.M. (eds) Realising Exemplary Practice-Based Education. Practice, Education, Work and Society, vol 7. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-188-7_27
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DOI: https://doi.org/10.1007/978-94-6209-188-7_27
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