Constructing learning spaces – knowledge development in work-based learning
Higher Education, Skills and Work-Based Learning
ISSN: 2042-3896
Article publication date: 2 April 2019
Issue publication date: 20 September 2019
Abstract
Purpose
The purpose of this paper is to discuss how kindergarten, as a learning arena equal to a university college, creates learning spaces that engage or intervene in the professional learning of student teachers in early childhood education.
Design/methodology/approach
This paper is based on narratives from students in work-based education.
Findings
The paper addresses the complexity of education by outlining how the concept of learning is applied in earlier research on work-based learning (WBL).
Research limitations/implications
This earlier understanding is complemented this with two theoretical lenses (sociocultural and sociomaterial thinking) to analyse a constructed narrative from the students.
Originality/value
The two theoretical positions open up to examine knowledge development and potentially enrich the picture of learning spaces in experiential WBL, going beyond the student as an individual learner.
Keywords
Acknowledgements
The authors thank Professor Elizabeth Jones, Manchester Metropolitan University and the Hong Kong Institute of Education, for her insightful comments on an earlier draft of the manuscript, and also their department for initiating the project researching the workplace as a learning arena.
Citation
Lafton, T. and Furu, A. (2019), "Constructing learning spaces – knowledge development in work-based learning", Higher Education, Skills and Work-Based Learning, Vol. 9 No. 4, pp. 677-687. https://doi.org/10.1108/HESWBL-07-2017-0039
Publisher
:Emerald Publishing Limited
Copyright © 2019, Emerald Publishing Limited