Learning at trade vocational school and learning at work: boundary crossing in apprentices’ everyday life

Lene Tanggaard

128 citations0/0 files storedJournal of Education and Work

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Innovative Education and Learning Practices Vocational Education and Training Education Systems and Policy

Abstract

This article argues in favour of a situated approach to understanding learning in practice at trade vocational school and at trade in vocational education. Boundary crossing is regarded as contributing to expansive situated learning by apprentices across trade vocational school and the trade. The purpose of the article is to show that the relationship between strangeness and legitimacy is central to situated learning across different contexts such as at trade and at trade vocational schools. The article draws on examples from a recent qualitative field study of learning among apprentices in the Danish vocational education sector.

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References

1994Situated Learning: Legitimate Peripheral Participation.1991Situated Learning 1998Communities of Practice 1987Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions 2001Expansive Learning at Work: Toward an activity theoretical reconceptualization 1988Cognition in Practice 2019The Nicomachean Ethics 2004Workplace Learning in Context

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2016Multilevel Boundary Crossing in a Professional Development School Partnership 2016At the boundary of school: Continuity and discontinuity in learning across contexts 2012Vocational teachers’ identity formation through boundary crossing 2014How vocational teachers describe their vocational teacher identity 2010Crossing boundaries and maintaining differences between school and industry: forms of boundary‐work in Swedish vocational education 2015Continuing professional development of vocational teachers: participation in a Swedish national initiative

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