Young people as teachers and learners: challenging the novice-expert dichotomy
Fuller, Alison and Unwin, Lorna (2004) Young people as teachers and learners: challenging the novice-expert dichotomy. International Journal of Training and Development, 8, (1), 32-42. (doi:10.1111/j.1360-3736.2004.00194.x).
Full text not available from this repository.
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.
|Digital Object Identifier (DOI):||doi:10.1111/j.1360-3736.2004.00194.x|
|Subjects:||L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education|
|Divisions:||University Structure - Pre August 2011 > School of Education > Lifelong and Work-Related Learning
University Structure - Pre August 2011 > School of Education
|Date Deposited:||29 Jun 2006|
|Last Modified:||31 Mar 2016 12:10|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
Actions (login required)