NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ820119
Record Type: Journal
Publication Date: 2008-Nov
Pages: 15
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-0158-037X
Scaffold Instruction at the Workplace from a Situated Perspective
Nielsen, Klaus
Studies in Continuing Education, v30 n3 p247-261 Nov 2008
This article proposes the need to address scaffold instructions from a situated learning perspective. Based on an empirical study of how apprentice bakers learn their trade, it is claimed that studies of learning at the workplace yield important insights into our understanding of scaffold instructions. Seen from the perspective of the apprentices, scaffold instruction represents access to more responsibility in practice, it supports their identities as future bakers and they learn bodily know-how. When scaffold instruction failed, it was often in relation to situations where the apprentices were placed in marginal positions in the community of practice or in relation to a central workplace situation.
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
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Denmark