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Direct linkFuller, Alison; Unwin, Lorna – Journal of Education and Work, 2003
Situated learning theory provides a rich conceptual framework for analysing the processes by which apprentices become (full) participants in a community of practice. This article uses case study evidence from the UK's Modern Apprenticeship programme to show how this framework can be developed by identifying features of expansive and restrictive…
Descriptors: Learning Theories, Apprenticeships, Foreign Countries, Case Studies
