Teachers' craft knowledge and curriculum innovation in higher engineering education

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 relates teachers' conceptions and beliefs to their teaching practice, acknowledging contextual and cultural aspects of this practice. A study is described into the craft knowledge of teachers of first-year courses in higher engineering education, involved in a curriculum innovation project. The study revealed the 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 innovation project. On the one hand, adjustments of the innovation plans were deemed necessary in order to acknowledge teachers' motivation and dedication. On the other hand, the study provided a basis for the design of specific interventions aimed at developing teachers' conceptions. It is argued that craft knowledge studies may constitute an important factor in successful curriculum innovation.