Young people as teachers and learners in the workplace: challenging the novice

Abstract

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. © 2004, John Wiley and Sons Inc. All rights reserved.

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Author Affiliations

Centre for Labour Market Studies, University of Leicester, Leicester, Leicestershire, United Kingdom

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References 10 References

1 Supporting Workplace Learning for High Performance Working, (2002)

2 Risk Society Towards A New Modernity, (1992)

3 Work Process Knowledge, (2002)

4 Are Skills the Answer the Political Economy of Skill Creation in Advanced Industrial Countries, (1999)

5 Engeström, Yrjö, The new generation of expertise: Seven theses, Workplace Learning in Context, pp. 145-165, (2004)

6 Learning at Work, (1998)

7 Taking Control Young Adults Talking about the Future in Education Training and Work, (2003)

8 Work Process Knowledge, (2002)

9 Working to Learn Transforming Workplace Learning, (2002)

10 Journal of Education and Work, (2003)

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Document Identifiers

EID 2-s2.0-33746068055
DOI 10.1111/j.1360-3736.2004.00194.x
Language English

Young people as teachers and learners in the workplace: challenging the novice–expert dichotomy

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