Griffiths, Toni;
Guile, David;
(2001)
Learning through work experience.
Journal of Education and Work
, 14
(1)
pp. 113-131.
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Abstract
How students learn and develop through work experience is here analysed. We draw upon contemporary learning theory, recent developments in the adult education and curriculum theory in developing a critique of current thinking and explore how far this provides the basis for a new pedagogic model for supporting learning through work experience. We discuss the concept of 'context' and the learning which occurs within and between the different contexts of education and work and argue that most models of work experience have either ignored the influence of context upon learning or have approached this issue mechanistically. New curriculum frameworks are needed to and to allow work in all of its forms to be used as a basis for the development of knowledge, skills and identity. We present a typology of work experience which identifies models of work experience, including a model which embodies the concept of 'connectivity'. We suggest that this may provide the basis for a productive and useful relationship between formal and informal learning.
| Type: | Article |
|---|---|
| Title: | Learning through work experience |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | This is an electronic version of an article published in Griffiths, Toni and Guile, David (2001) Learning through work experience. Journal of Education and Work, 14 (1). pp. 113-131. Journal of Education and Work is available online at: http://www.informaworld.com/10.1080/13639080020028738 |
| Keywords: | Education and employment , Employment & labour market policy |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10003957 |
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