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dc.contributor.authorBillett, Stephenen_US
dc.contributor.editorR Poell & M Van Woerkomen_US
dc.date.accessioned2017-04-04T15:51:00Z
dc.date.available2017-04-04T15:51:00Z
dc.date.issued2011en_US
dc.date.modified2012-02-10T01:36:03Z
dc.identifier.isbn9789048191086en_US
dc.identifier.doi10.1007/978-90-481-9109-3_9en_US
dc.identifier.urihttp://hdl.handle.net/10072/41900
dc.description.abstractThe knowledge required for effective vocational practice arises from historical and cultural sources, with the actual requirements for performance at work being manifested in particular ways in specific workplace settings. In order to construct this knowledge (i.e., learn it), individuals need to engage with social partners, artefacts, and practices that provide access to the procedural, conceptual, and dispositional forms of the knowledge. Much is understood about how this learning progresses in situations that provide direct access to this knowledge through more experienced social partners (e.g., teachers in schools and colleges, experts in workplaces). However, many individuals (e.g., shift workers, home workers) are working and learning in relative social isolation and often in the absence of such expert partners. Moreover, perhaps most learning occurs through experiences in working life in the absence of expert guidance. Consequently, there must be ways of learning socially derived knowledge in the absence of more experienced partners. This chapter discusses learning in relative social isolation to advance a conception of the process of learning in these kinds of situations. It does this by re-engaging with learning theorists whose ideas are informative and by elaborating these processes through explanations of small business operators' epistemological and pedagogic practices as they learnt new work tasks. In combination, both localised contributions and these workers' agency are held to be central to their learning in these circumstances. This account informs the means by which other kinds of socially isolated workers might come to know and learn through their working life. Such considerations are important for those concerned with developing the capacities of workforces, particularly for the many, perhaps the majority, of those individuals who work and learn in relative social isolation.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent122388 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherSpringeren_US
dc.publisher.placeNetherlandsen_US
dc.relation.ispartofbooktitleSupporting Workplace Learning: Towards evidence-based practiceen_US
dc.relation.ispartofchapter9en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom147en_US
dc.relation.ispartofpageto162en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.subject.fieldofresearchcode139999en_US
dc.titleLearning vocational practice in relative social isolation: The epistemological and pedagogic practices of small-business operatorsen_US
dc.typeBook chapteren_US
dc.type.descriptionB1 - Book Chapters (HERDC)en_US
dc.type.codeB - Book Chaptersen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2011 Springer. This is the author-manuscript version of this paper. It is reproduced here in accordance with the copyright policy of the publisher. Please refer to the publisher’s website for further information.en_US
gro.date.issued2011
gro.hasfulltextFull Text


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