Constituting the Workplace Curriculum

Autor/in	Billett, Stephen
Titel	Constituting the Workplace Curriculum
Quelle	In: Journal of Curriculum Studies, 38 (2006) 1, S.31-48 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
Schlagwörter	Stellungnahme; Job Performance; Curriculum Development; Vocational Education; Nonformal Education; Educational Objectives; Social Influences; Education Work Relationship; Experiential Learning; On the Job Training; Inservice Education + Suchen Sie Ihr Suchwort? Work performance; Arbeitsleistung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausbildung; Berufsbildung; Non-formal education; Non formal education; Nichtformale Bildung; Educational objective; Bildungsziel; Erziehungsziel; Sozialer Einfluss; Experiental learning; Erfahrungsorientiertes Lernen; Training-on-the-Job; Berufsbegleitende Ausbildung
Abstract	This paper advances some bases for a workplace curriculum. These are premised on conceptions of curriculum as intents directed to individual's progression towards full and effective workplace performance, yet whose enactment is shaped by workplace factors and is ultimately experienced by workers as learners. So whether the intentions will be realized is likely premised on the support (affordances) for their enactment by interests within the workplace. Workplace affordances, like those in educational institutions, emphasize the role that the norms and social practices that comprise workplaces play in regulating individuals' engagement in and learning through work. The degree to which these affordances invite, structure, support, and guide participation, and are likely to engage workers in the kinds of thinking, acting, and learning required for effective workplace performance, is important for developing effective vocational practice. The conception of an ideal curriculum directed towards full participation is subject to the affordances of the interests of managers, co-workers, and factors affecting production, as well as the intentionalities of worker-learners themselves. These concepts may well provide ways of thinking about curriculum more broadly as participatory practices. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10