Curriculum at Work: An Educational Perspective on the Workplace as a Learning Environment

Autor/in	Moore, David Thornton
Titel	Curriculum at Work: An Educational Perspective on the Workplace as a Learning Environment
Quelle	In: Journal of Workplace Learning, 16 (2004) 6, S.325-340 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-5626
DOI	10.1108/13665620410550303
Schlagwörter	Learning Processes; Work Environment; Classrooms; Phenomenology; Educational Environment; High School Students; Museums; Veterinary Medicine; Theory Practice Relationship; Work Experience; Internship Programs; College Students + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Arbeitsmilieu; Classroom; Klassenraum; Phenomenological psychology; Phänomenologie; Psychologie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Museum; Museumswesen; Museen; Tiermedizin; Theorie-Praxis-Beziehung; Employment experience; Job experience; Occupational experience; Berufserfahrung; Berufspraktische Ausbildung; Collegestudent
Abstract	The term "curriculum" has been used almost exclusively in educational circles to refer to plans for the conduct of learning lessons in school classrooms. This paper argues that the concept can be productively expanded to describe learning processes in workplaces, including those in which learning is not the intentional outcome of an interaction. The article first reviews conventional conceptions of curriculum, and then draws on theories of cognition and learning base in phenomenology, symbolic interactionism and situated learning to identify some of the features of a naturally-occurring curriculum in the workplace: the socio-technical and pragmatic elements of the knowledge used in the work environment, the classification and framing of knowledge-use, and the extent to which participants are expected to use the various forms of knowledge. That is, curriculum is essentially a socially-constructed ordering of the knowledge-use in a social context. These concepts are applied to two settings in which high school interns were supposed to be learning something: a history museum and a veterinary clinic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10