Fuller, Alison and Unwin, Lorna
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).
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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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