ABSTRACT
This chapter provides an overview of the central perspectives and empirical research in the literature on how to integrate theoretical knowledge and practice knowledge in professional education and between the context of education and work. A longitudinal approach is then presented as a key characteristic of professionalism as well as a way to stress the importance of both similarities and differences for improving the understanding of professional learning. Judd, who acted as a forerunner to the introduction of the cognitivist paradigm in education, severely criticised Thorndike and abandoned the idea of identical features of stimuli and responses in different situations. The literature on problem-based learning (PBL) in higher education and pre-service programmes espouses a similar line of thinking. In addition, the chapter considers distinctions between biographical coherence, programme coherence and transitional coherence as an analytical approach that moves beyond the approach used in traditional studies.
