Billett Stephen (2006). Â« Constituting the workplace curriculum Â». Journal of Curriculum Studies, vol. 38, nÂ° 1, fĂ©vrier, p. 31–48. ISSN 00220272. En ligne : <http://search.ebscohost ... =fr&site=ehost-live>.
Added by: Feyfant Annie (03 Sep 2013 13:12:33 Europe/Paris)
|Resource type: Journal Article
ID no. (ISBN etc.): 00220272
BibTeX citation key: Billett2006a
Subcategories: formation continue des enseignants
Keywords: Formation en milieu de travail, formation professionnelle continue
Collection: Journal of Curriculum Studies
Views index: 31%
Popularity index: 7.75%
|URLs http://search.ebsc ... fr&site=ehost-live|
This paper advances some bases for a workplace curriculum. These are premised on conceptions of curriculum as intents directed to individualsâ 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 individualsâ 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, coâworkers, and factors affecting production, as well as the intentionalities of workerâlearners themselves. These concepts may well provide ways of thinking about curriculum more broadly as participatory practices.
Added by: Feyfant Annie