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).

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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
Digital Object Identifier (DOI): doi:10.1111/j.1360-3736.2004.00194.x
ISSNs: 1360-3736 (print)
Related URLs:
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ePrint ID: 39829
Date :
Date Event
2004Published
Date Deposited: 29 Jun 2006
Last Modified: 16 Apr 2017 21:54
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/39829

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