Fuller, Alison and Unwin, Lorna (2003) Learning as apprentices in the contemporary UK workplace : creating and managing expansive participation. Journal of Education and Work, 16 (4). pp. 407-426. ISSN 1363-9080Full text not available from this repository.
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Situated learning theory provides a rich conceptual framework for analysing the processes by which apprentices become (full) participants in a community of practice. This article uses case study evidence from the UK?s Modern Apprenticeship programme to show how this framework can be developed by identifying features of expansive and restrictive participationwhich help distinguish between different approaches to apprenticeship. We suggest that three inter-related themes (participation, personal development and institutional arrangements) underpin an expansive/restrictive continuum. The analysis is used to categorise company approaches to apprenticeship according to their expansive and restrictive characteristics, and to illustrate the variable learning opportunities that are being created for apprentices under the Modern Apprenticeship.
|Additional Information:||1. First time presentation of new concept of 'expansive and restrictive' learning environments. 2. Contributes to learning theory. 3. Based on evidence from ESRC project (2000-2003). 4. Paper widely cited in workplace learning and post-compuslory education literature. Concept is being applied by other researchers (e.g. Professor Alison Taylor, University of Alberta - see Journal of Education and Work, 5. Unwin's contribution 50%|
|Controlled Keywords:||17 - 18 , Adults , Cross-national , Post-compulsory educational institution (not HE) , Workplace|
|Divisions:||IOE Departments > Departments > Lifelong and Comparative Education|
|Depositing User:||IOE Repository Editor (1)|
|Date Deposited:||26 Mar 2010 12:21|
|Last Modified:||22 Sep 2014 14:49|