Alison Fuller and Lorna Unwin (2004) Young people as teachers and learners in the workplace: challenging the novice-expert dichotomy. International Journal of Training and Development, Vol.8, 32-42.
In the article entitled Young people as teachers and learners in the workplace: challenging the novice-expert dichotomy the authors Alison Fuller and Lorna Unwin present insights into how people interact as ‘teachers’ and ‘learners’ in the workplace. The findings are based on research involving apprentices and experienced workers in four UK companies with differing organisational characteristics and apprentice schemes. The paper proposes that learning in the workplace is no longer a linear journey of the apprentice facilitated by the ‘expert’, as described by situated learning theory. Continue reading