The significance of individual biography in workplace learning
In this paper we address a perceived gap in the workplace learning literature, for there is very little writing which successfully integrates the issues of individual learners into predominantly social theories of learning. The paper draws upon data from four linked research projects to address this problem. Following an analysis of the theoretical problems and a possible solution, the paper identifies and discussed four overlapping individual dimensions to workplace learning. They are: workers bring prior knowledge, understanding and skills which contribute to their learning; the habitus of workers influences the ways they co-construct and take advantage of opportunities for learning at work; the dispositions of individual workers contribute to the co-production and reproduction of the workplace culture; and belonging to a workplace community contributes to the developing identity of the workers themselves.
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Document Type: Research Article
Publication date: 2004-04-01
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- Studies in the Education of Adults is an international refereed academic journal, publishing theoretical, empirical and historical studies from all sectors of post-initial education and training. It provides a forum for the debate and development of key concepts. Studies in the education of adults is published by NIACE in association with the Standing Conference on University Research and Teaching in the Education of Adults (SCUTREA), the Universities Association for Continuing Education (UACE) and the European Society for Research on the Education of Adults (ESREA).
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