Premium
Young people as teachers and learners in the workplace: challenging the novice–expert dichotomy
Author(s) -
Fuller Alison,
Unwin Lorna
Publication year - 2004
Publication title -
international journal of training and development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.558
H-Index - 26
eISSN - 1468-2419
pISSN - 1360-3736
DOI - 10.1111/j.1360-3736.2004.00194.x
Subject(s) - apprenticeship , context (archaeology) , psychology , workplace learning , pedagogy , mathematics education , social psychology , engineering , work (physics) , mechanical engineering , paleontology , philosophy , linguistics , biology
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.