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  • Towards a workplace pedagogy: Guidance, participation and engagement

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    Workplacepedrev.pdf (96.59Kb)
    Author(s)
    Billett, S
    Griffith University Author(s)
    Billett, Stephen R.
    Year published
    2002
    Metadata
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    Abstract
    This article proposes bases for a workplace pedagogy. Planes of intentional guidance and sequenced access to workplace activities represent some key workplace pedagogic practices. Guidance by others, situations, and artifacts are central to learning through work because the knowledge to be learned is historically, culturally, and situationally constituted. However, the quality of learning through these planes of activities and guidance is ultimately premised on the workplace's participatory practices, which shape and distribute the activities and support the workplace affordance workers and fromwhich they learn. Situational ...
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    This article proposes bases for a workplace pedagogy. Planes of intentional guidance and sequenced access to workplace activities represent some key workplace pedagogic practices. Guidance by others, situations, and artifacts are central to learning through work because the knowledge to be learned is historically, culturally, and situationally constituted. However, the quality of learning through these planes of activities and guidance is ultimately premised on the workplace's participatory practices, which shape and distribute the activities and support the workplace affordance workers and fromwhich they learn. Situational and political processes underpin these workplace affordances. Yet participatory practices are reciprocally constructed because individuals elect how to engage in and learn from what workplaces afford them. A workplace pedagogy is founded in these coparticipatory practices and needs to account for how workplaces invite access to activities and guidance and how individuals elect to participate in what the workplace affords.
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    Journal Title
    Adult Education Quarterly
    Volume
    53
    Issue
    1
    DOI
    https://doi.org/10.1177/074171302237202
    Copyright Statement
    © 2002 SAmerican Association for Adult and Continuing Education. This is the author-manuscript version of the paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
    Subject
    Education systems
    Publication URI
    http://hdl.handle.net/10072/6628
    Collection
    • Journal articles

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