Conceptions of learning and understanding learning at work

Abstract

Recent research on learning in work situations has focused on concepts such as ‘productive learning’ and ‘pedagogy of vocational learning’. In investigating what makes learning productive and what pedagogies enhance this, there is a tendency to take the notion of learning as unproblematic. This paper argues that much writing on workplace learning is strongly shaped by people's understandings of learning in formal educational situations. Such assumptions distort attempts to understand learning at work. The main focus of this paper is to problematize the concept of ‘learning’ and to identify the implications of this for attempts to understand learning at work and the conditions that enhance it. An alternative conception of learning that promises to do more justice to the richness of learning at work is presented and discussed.

Notes

* Faculty of Education, University of Technology, Sydney, PO Box 123, Broadway NSW 2007, Australia. Email: [email protected]

The Australian Centre for Organisational, Vocational and Adult Learning Research (for details see www.oval.uts.edu.au).

Additional information

Notes on contributors

Paul Hager *

* Faculty of Education, University of Technology, Sydney, PO Box 123, Broadway NSW 2007, Australia. Email: [email protected]