Show simple item record

dc.contributor.authorBillett, S
dc.contributor.authorQuang, LP
dc.contributor.authorRémery, V
dc.date.accessioned2020-05-01T04:56:40Z
dc.date.available2020-05-01T04:56:40Z
dc.date.issued2017
dc.identifier.issn0988-1824
dc.identifier.urihttp://hdl.handle.net/10072/393551
dc.description.abstractThe main working hypothesis exposed by Stephen Billett during this interview is based on the constant taking into account of the contributions of the social and cultural world, but also of those of individuals throughout their life history. It is from his own professional life story that the author draws his very first questions around which he invites us to walk alongside him. The author thus relates various functions that he exercised in the clothing industry such as that which led him to introduce training devices within the framework of industrial agreements. Gradually, his concern shifted to possible ways of developing professional skills in the workplace, a concern that was extended in 1990 by enrolling in a doctoral course: how can learning arise from the participation of individuals in professional activities; and how are these likely to develop particular types of skills required for effective job performance? Rejecting any perspective based on social determinism, he comes to speak of social suggestion,suggestion from the social world, based on several theorists identified in the emerging socio-cultural movement. It is for the author to be able to account for the duality of suggestions from the social world and the commitment of individuals to these suggestions. In short, it is a question of analyzing how individuals manage to interpret what they are experiencing and how they construct knowledge from these experiences. The distinction between the learning process and what the author refers to as "learning outcomes" is made. This distinction allows Stephen Billett to deepen his thinking by questioning the certainty of learning supposedly guaranteed by the very fact of immersion in a work environment called practical, "tangible". The learning process would thus result from the quality of the potential of the learning space as an offer, but also from individual characteristics as contributing to the experimentation of what is suggested by the social world. In addition, the central role of the possible decision-making by the worker when he is confronted with problematic professional situations is underlined. The latitude he might have to solve problems constitutes, according to the author, an essential lever for his learning.
dc.description.peerreviewedYes
dc.publisher.urihttps://journals.openedition.org/rechercheformation/2768
dc.relation.ispartofpagefrom113
dc.relation.ispartofpageto121
dc.relation.ispartofissue2
dc.relation.ispartofjournalRecherche et Formation
dc.relation.ispartofvolume84
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode1303
dc.titleLearning through work: Interest, perspectives and approaches
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationBillett, S; Quang, LP; Rémery, V, Learning through work: Interest, perspectives and approaches, Recherche et Formation, 2017, 84 (2), pp. 113-121
dc.date.updated2020-05-01T01:31:31Z
gro.hasfulltextNo Full Text
gro.griffith.authorBillett, Stephen R.


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record