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Developing Complex Performance Through Learning Trajectories and Re-creating Mediating Artefacts

  • Michael ErautEmail author
Chapter
Part of the Technical and Vocational Education and Training: Issues, Concerns and Prospects book series (TVET, volume 18)

Abstract

This chapter draws attention to the epistemology of practice, tacit knowledge and the limitations of using competences during rapid change and increasing complex working practices. Two ways of addressing this problem are suggested. The first is to replace competencies bylearning trajectories, and the second concerns thecreation and re-creation of mediating artefacts. These learning trajectories are key aspects of work, which together cover a range of achievements. They enable workers and employers to describe their work in the context of lifelong learning rather than the moment of formal qualifications. They also make it easier to develop a balance between individuals and organisations by encouraging progress and including personal qualities rarely used for qualifications. The second suggestion is to give more attention to the use of mediating artefacts in developing future expertise as well as confirming current practices. Althoughmediating artefacts are helpful for some stages of learning, they need to be regularlyre-created to address complex challenges and opportunities. The examples described in this chapter come from the author’s work with teachers, chartered accountants, nurses and doctors.

Keywords

Tacit Knowledge Lifelong Learning Early Career Cultural Knowledge Personal Knowledge 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.School of Education and Social WorkUniversity of SussexBrightonUK

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