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Title: Learning as apprentices in the contemporary UK workplace: creating and managing expansive and restrictive participation
Authors: Fuller, Alison
Unwin, Lorna
First Published: 2003
Citation: Journal of Education and Work, 2003, 16 (4), pp.406-427
Abstract: 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 participation which 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.
DOI Link: 10.1080/1363908032000093012
ISSN: 1363-9080
Type: Article
Appears in Collections:Published Articles, Centre for Labour Market Studies

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