Coparticipation at work: Affordance and engagement
Understanding how individuals can learn best at work is evolving as a worthwhile educational and pedagogical project (Boud & Garrick, 1999). For many within the workforce, indeed for entire sectors of workers, the workplace is the only location in which to learn about and develop further their vocational knowledge. Moreover, preferred preparatory programs for vocational practice (e.g. trade apprenticeships or internships in professions) usually mandate extensive workplace experience. Given its important role in the development of vocational knowledge, there need to be clear understandings about how learning proceeds in workplaces and how best that learning should be organised. Accordingly, this chapter identifies some bases for a workplace pedagogy using contributions from sociocultural, cognitive and anthropological theories. These bases comprise the: (i) intentional and unintentional guided learning that can occur as part of everyday work activities; (ii) how individuals are afforded opportunities to participate in work; and (iii) how they elect to engage with work.
Sociocultural perspectives on learning through work