Fuller, Alison and Unwin, Lorna (2004) Young people as teachers and learners in the workplace : challenging the novice-expert dichotomy. International Journal of Training and Development, 8 (1). pp. 32-42. ISSN 1360-3736. DOI 10.1111/j.1360-3736.2004.00194.xFull text not available from this repository.
Conventionally, apprenticeship is understood as a linear journey from novice to expert in which 'old-timers' mould their successors. This paper challenges the assumptions that expertise is equated solely with status and experience in the workplace, and that all novices and experts, regardless of context, are seen as the same.
|Additional Information:||1.Paper challenges Lave and Wenger's Novice-Old Timer trajectory. Presents evidence that young workers help older colleagues in workplace to problem solve, apply skills more effectively and with basic skills such as numeracy. 2. Evidence drawn from ESRC funded study (2000-2003). 3. Unwin contribution 50%|
|Controlled Keywords:||17 - 18 , Adults , Cross-national , Workplace , Informal learning , Learning through the Lifecourse , Skills development|
|Divisions:||IOE Departments > Departments > Lifelong and Comparative Education|
|Depositing User:||IOE Repository Editor (1)|
|Date Deposited:||26 Mar 2010 12:10|
|Last Modified:||18 Feb 2015 17:28|