Restrictive and Expansive Participation in Companies' Activities: A Case Study of Bricklaying and Automation Technology Apprentices in Switzerland

Autor/inn/en	Felder, Alexandra; Duemmler, Kerstin; Caprani, Isabelle
Titel	Restrictive and Expansive Participation in Companies' Activities: A Case Study of Bricklaying and Automation Technology Apprentices in Switzerland
Quelle	In: Journal of Education and Work, 34 (2021) 1, S.53-66 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Felder, Alexandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2020.1858231
Schlagwörter	Foreign Countries; Masonry; Building Trades; Automation; Apprenticeships; Communities of Practice; Professional Identity; Personal Autonomy; Job Skills; Skill Development; Participation; Self Esteem; Vocational Education; Vocational Schools; Switzerland + Suchen Sie Ihr Suchwort? Ausland; Steinmetzhandwerk; Building trade; Bauwesen; Baugewerbe; Apprenticeship; Lehre; Community; Individuelle Autonomie; Produktive Fertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Teilnahme; Self-esteem; Selbstaufmerksamkeit; Ausbildung; Berufsbildung; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Schweiz
Abstract	Based on qualitative research on and automation technology apprentices in Switzerland, this paper examines apprentices' experiences of participating in their company's production activities and becoming members of their community of practice, and the influence of these experiences on the development of their occupational identity. Participation in activity and training is organised in various ways in different training companies, and expansive-restrictive participation models help in understanding the importance of workplace learning for apprentices' training experience and the development of their occupational identity. The results show that in learning situations characterised by expansive participation, apprentices have substantial responsibility and autonomy throughout their apprenticeship, together with guidance adapted to their needs. Apprentices are highly self-confident and adopt agentic actions aimed at increasing the variety and complexity of tasks and their own autonomy. In restrictive participation, in contrast, apprentices are often poorly integrated into the community of practice and feel devalued as aspiring professionals. These apprentices primarily develop agentic actions to improve their participation in company activities and their apprenticeship, but they are largely unable to develop their skills or become independent in performing complex tasks, and they are limited in their ability to construct a vocational identity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01