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Tracing legitimate learning in formal vocational education


Emad, GR, Tracing legitimate learning in formal vocational education, Procedia: Social and Behavioral Sciences, 2, (2) pp. 959-963. ISSN 1877-0428 (2010) [Refereed Article]


Copyright Statement

Copyright 2010 Elsevier Ltd. Licensed under Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND 3.0)

DOI: doi:10.1016/j.sbspro.2010.03.134


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 studentsí common objective, pedagogical method, nature of the course and affordances of the context underpin the creation and success of the studentsí community in the classroom.

Item Details

Item Type:Refereed Article
Keywords:Maritime education and training; Vocational education; communities of practice; affordamces; pedagogy; legitimate learning
Research Division:Education
Research Group:Education systems
Research Field:Higher education
Objective Division:Education and Training
Objective Group:Schools and learning environments
Objective Field:Schools and learning environments not elsewhere classified
UTAS Author:Emad, GR (Dr Reza Emad)
ID Code:115466
Year Published:2010
Deposited By:Seafaring and Maritime Operations
Deposited On:2017-03-27
Last Modified:2017-05-02
Downloads:116 View Download Statistics

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