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).

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Description/Abstract

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.

Item Type: Article
ISSNs: 1360-3736 (print)
Related URLs:
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
ePrint ID: 39829
Date Deposited: 29 Jun 2006
Last Modified: 27 Mar 2014 18:25
URI: http://eprints.soton.ac.uk/id/eprint/39829

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