Abstract
We examine the prevailing software engineering (SE) body of knowledge and perspectives on SE education to construct a model comprising knowledge areas for SE professional development. We use this model and Benjamin Bloom's taxonomy to delineate knowledge areas that an apprenticeship could best handle. We then establish a framework for SE apprenticeship, which we use to examine practices for apprenticeship simulations in three academic institutions that offer computer science (CS), applied CS, or computing systems curricula.
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