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Download fileTracing legitimate learning in formal vocational education
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.
History
Publication title
Procedia: Social and Behavioral SciencesPagination
959-963ISSN
1877-0428Department/School
Australian Maritime CollegePublisher
Elsevier BVPlace of publication
NetherlandsRights statement
Copyright 2010 Elsevier Ltd. Licensed under Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND 3.0) https://creativecommons.org/licenses/by-nc-nd/3.0/Repository Status
- Open