British Journal of Educational Studies 50 (4):457 - 481 (2002)
|Abstract||This paper advances tentative bases for understanding workplace pedagogic practices. It draws on a series of studies examining learning through everyday work activities and guided learning in the workplace. These studies identified the contributions and limitations of these learning experiences. However, whether referring to the activities and interactions arising through work or intentional guided learning, the quality and likely contributions of these learning experiences are underpinned by workplace participatory practices. These practices comprise the reciprocal process of how workplaces afford participation and how individuals elect to engage with the work practice, termed co-participation. Workplace experiences are not informal. They are a product of the historical-cultural practices and situational factors that constitute the particular work practice, which in turn distributes opportunities for participation to individuals or cohorts of individuals. That is, they shape the conduct of work and learning through these practices. However, how individuals construe what is afforded by the workplace shapes how they elect to engage in that practice and learn. There is no separation between engaging in conscious thought - such as when participating in socially derived activities and interactions - and learning. Learning is conceptualised as an inter-psychological process of participation in social practices such as workplaces. It is not reserved for activities and interactions intentionally organised for learning (e.g. those in educational institutions). Nevertheless, particular kinds of activities are likely to have particular learning consequences, regardless of whether they occur in the workplace or in educational institutions. The significance of co-participation is discussed in terms of the affordance of the workplace and individuals' construction of that affordance and subsequent engagement. Co-participation is proposed as a platform to build an understanding of workplace pedagogic practices. This includes understanding the likely contributions of learning through everyday work activities and the use of intentional workplace learning strategies, such as guided workplace learning (e.g. modelling, coaching, questioning, etc.). Instances of co-participatory practices are illustrated and discussed. Following this, a tentative scheme, founded in socio-historical activity theory, is advanced as a means for describing the requirements for work and bases for participation. The scheme comprises two dimensions: activities and interdependencies.|
|Keywords||aims of education the market personal well–being|
No categories specified
(categorize this paper)
|Through your library||Configure|
Similar books and articles
Marianna Papadopoulou & Roy Birch (2009). 'Being in the World': The Event of Learning. Educational Philosophy and Theory 41 (3):270-286.
Stephen Billett (2008). Learning Throughout Working Life: A Relational Interdependence Between Personal and Social Agency. British Journal of Educational Studies 56 (1):39 - 58.
B. van Oers (ed.) (2008). The Transformation of Learning: Advances in Cultural-Historical Activity Theory. Cambridge University Press.
Terry Hyland (1996). Professionalism, Ethics and Work-Based Learning. British Journal of Educational Studies 44 (2):168 - 180.
Stephen Downes (2010). Learning Networks and Connective Knowledge. In Harrison Hao Yang & Steve Chi-Yin Yuen (eds.), Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking. IGI Global.
Jack Levinson (2005). The Group Home Workplace and the Work of Know-How. Human Studies 28 (1):57 - 85.
Elizabeth Clayden, Charles Desforges, Colin Mills & William Rawson (1994). Authentic Activity and Learning. British Journal of Educational Studies 42 (2):163 - 173.
David Saiia, Granger Macy & Maureen Boyd (2006). The DNA of Meaningful Learning in Management. Proceedings of the International Association for Business and Society 17:322-327.
Mariane Hedegaard (2008). Children's Learning Through Participation in Institutional Practice : A Model From the Perspective of Cultural-Historical Psychology. In B. van Oers (ed.), The Transformation of Learning: Advances in Cultural-Historical Activity Theory. Cambridge University Press.
Sevasti-Melissa Nolas (2006). Learning as Support for Organizational Innovation: Possibilities and Limitations. World Futures 62 (3):240 – 260.
Stewart Ranson, Jane Martin, Jon Nixon & Penny McKeown (1996). Towards a Theory of Learning. British Journal of Educational Studies 44 (1):9 - 26.
Nina Bonderup Dohn (2011). On the Epistemological Presuppositions of Reflective Activities. Educational Theory 61 (6):671-708.
Linda Ferren, Rebecca Molden & Betty B. Ragland (2000). Coaching for Critical Thinking in Collaborative Settings. Inquiry 19 (3):44-50.
Lorna Unwin, Alison Fuller, Alan Felstead, Nick Jewson & Kostas Kakavelakis (2009). Worlds Within Worlds : The Relational Dance Between Context and Learning in the Workplace. In Richard Edwards, Gert Biesta & Mary Thorpe (eds.), Rethinking Contexts for Learning and Teaching. Routledge.
Chris Davies & Maria Birbili (2000). What Do People Need to Know About Writing in Order to Write in Their Jobs? British Journal of Educational Studies 48 (4):429 - 445.
Sorry, there are not enough data points to plot this chart.
Added to index2011-05-29
Recent downloads (6 months)0
How can I increase my downloads?