Abstract
Curriculum innovation can hardly be successful unless teachers'conceptions and beliefs about teaching and learning are taken into account.In this article, a craft knowledge perspective is adopted which relatesteachers' conceptions and beliefs to their teaching practice, acknowledgingcontextual and cultural aspects of this practice. A study is described intothe craft knowledge of teachers of first-year courses in higher engineeringeducation, involved in a curriculum innovation project. The study revealedthe teachers' strong commitment to student learning. At the same time,misconceptions about a student-centered teaching approach were identified.The results of the study seriously affected the course of the innovationproject. On the one hand, adjustments of the innovation plans were deemednecessary in order to acknowledge teachers' motivation and dedication. Onthe other hand, the study provided a basis for the design of specificinterventions aimed at developing teachers' conceptions. It is argued thatcraft knowledge studies may constitute an important factor in successfulcurriculum innovation.
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van Driel, J.H., Verloop, N., Inge van Werven, H. et al. Teachers' craft knowledge and curriculum innovation in higher engineering education. Higher Education 34, 105–122 (1997). https://doi.org/10.1023/A:1003063317210
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DOI: https://doi.org/10.1023/A:1003063317210