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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), pp. 32-42. (doi:10.1111/j.1360-3736.2004.00194.x).

Record type: Article

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

Identifiers

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: 17 Jul 2017 15:35

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