Tracing legitimate learning in formal vocational education

Abstract

Situated learning theory and the concept of communities of practice provide a rich conceptual framework for analyzing the processes by which apprentices become full participants in their communities of practice. This article uses case study evidence from the maritime vocational education to show how this framework can be developed to identify and thus improve upon authentic learning in formal educational settings. We suggest that inter-related factors including students’ common objective, pedagogical method, nature of the course and affordances of the context underpin the creation and success of the students’ community in the classroom.

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