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ERIC Number: EJ770887
Record Type: Journal
Publication Date: 2003-Dec
Pages: 20
Abstractor: Author
Reference Count: 20
ISBN: N/A
ISSN: ISSN-1363-9080
Learning as Apprentices in the Contemporary UK Workplace: Creating and Managing Expansive and Restrictive Participation
Fuller, Alison; Unwin, Lorna
Journal of Education and Work, v16 n4 p407-426 Dec 2003
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 participation which 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. (Contains 1 figure and 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom