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Constructive Alignment in SE Education: Aligning to What?
Abstract
Practitioner studies suggest that formal IT-related education is not developing the skills and knowledge needed by graduates in daily work. In particular, a shift in focus from technical competency to the soft and metacognitive skills is identified. This chapter argues that a framework for learning can be developed that more closely models the experiences of practitioners, and addresses their expectations of novice software engineers. Evaluation of a study incorporating three action research cycles shows that what is needed is a mapping between the characteristics of professional practice and the learning model that is applied. The research shows that a relationship also exists between learner and learning model, and that this relationship can be exploited in the development of competent discipline practitioners.
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