Young people as teachers and learners: challenging the novice-expert dichotomy
Young people as teachers and learners: challenging the novice-expert dichotomy
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.
32-42
Fuller, Alison
c6b47796-05b5-4548-b67e-2ca2f2010fef
Unwin, Lorna
8203040c-b1e8-4948-bc2e-4bb2db648720
2004
Fuller, Alison
c6b47796-05b5-4548-b67e-2ca2f2010fef
Unwin, Lorna
8203040c-b1e8-4948-bc2e-4bb2db648720
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), .
(doi:10.1111/j.1360-3736.2004.00194.x).
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.
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Published date: 2004
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Local EPrints ID: 39829
URI: http://eprints.soton.ac.uk/id/eprint/39829
ISSN: 1360-3736
PURE UUID: 816bd77c-a606-4561-abbb-3040d83e5063
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Date deposited: 29 Jun 2006
Last modified: 15 Mar 2024 08:16
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Author:
Alison Fuller
Author:
Lorna Unwin
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