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Learning as apprentices in the contemporary UK workplace: creating and managing expansive participation

Record type: Article

Situated learning theory provides a rich conceptual framework for analysing the processes by which apprentices become (full) participants in a community of practice. This article uses case study evidence from the UK’s Modern Apprenticeship programme to show how this framework can be developed by identifying features of expansive and restrictive participationwhich help distinguish between different approaches to apprenticeship. We suggest that three inter-related themes (participation, personal development and institutional arrangements) underpin an expansive/restrictive continuum. The analysis is used to categorise company approaches to apprenticeship according to their expansive and restrictive characteristics, and to illustrate the variable learning opportunities that are being created for apprentices under the Modern Apprenticeship.

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Citation

Fuller, Alison and Unwin, Lorna (2003) Learning as apprentices in the contemporary UK workplace: creating and managing expansive participation Journal of Education and Work, 16, (4), pp. 407-426. (doi:10.1080/1363908032000093012).

More information

Published date: December 2003

Identifiers

Local EPrints ID: 9768
URI: http://eprints.soton.ac.uk/id/eprint/9768
ISSN: 1363-9080
PURE UUID: fd02848c-3f06-479e-9b0c-f26b5a8a5ae3

Catalogue record

Date deposited: 07 Oct 2004
Last modified: 17 Jul 2017 17:09

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Contributors

Author: Alison Fuller
Author: Lorna Unwin

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