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Improving Incentives to Learning in the Workplace

Grant reference: L139251005

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Journal article details

Young people as teachers and learners in the workplace : challenging the novice-expert dichotomy
Conventionally, apprenticeship is understood as a linear journey from novice to expert in which ‘old-timers’ mould their successors. This paper challenges the assumptions that expertise is equated solely with status and experience in the workplace, and that all novices and experts, regardless of context, are seen as the same.
Original Document
10.1111/j.1360-3736.2004.00194.x
English

Primary contributor

Author Alison Fuller

Additional contributors

Co-author Lorna Unwin

Additional details

8
1
Yes
1360-3736
Blackwell Publishing
01 March 2004
32-42
Abingdon
Post-print
International journal of training and development

Cite this outcome

Harvard

Fuller, Alison and Unwin, Lorna (2004) Young people as teachers and learners in the workplace : challenging the novice-expert dichotomy. International journal of training and development. 8 (1), pp. 32-42 Abingdon: Blackwell Publishing.

Vancouver

Fuller Alison and Unwin Lorna. Young people as teachers and learners in the workplace : challenging the novice-expert dichotomy. International journal of training and development 2004; 8 (1): 32-42.