• Summary
  • Contents
  • Subject index

This Handbook provides a state-of –the art overview of the field of workplace learning from a global perspective. The authors are all well-placed theoreticians, researchers, and practitioners in this burgeoning field , which cuts across higher education, vocational education and training, post-compulsory secondary schooling, and lifelong education. The volume provides a broad–based, yet incisive analysis of the range of theory, research, and practical developments in workplace learning. The SAGE Handbook of Workplace Learning draws together a wide range of views, theoretical dispositions, and assertions and provides a leading-edge presentation by key writers and researchers with insight into the field and its current state.

Activity Theory and Learning at Work
Activity theory and learning at work
Introduction

Anna Sfard (1998) suggested two basic metaphors of learning that compete for dominance today: the acquisition metaphor and the participation metaphor. The key dimension underlying Sfard's dichotomy is derived from the question: Is the learner to be understood primarily as an individual or as a community? This is an important dimension, largely inspired by the notion of community of practice put forward by Lave and Wenger (1991; Wenger, 1998). However, an attempt to construct a one-dimensional conceptual space for the identification, analysis and comparison of theories is bound to eliminate too much of the complexity of the field of learning. The potential and significance of cultural-historical activity theory in general and the theory of ...

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