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.
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Notes
- 1.
This was mainly used by unemployed school leavers and unskilled workers who lost their jobs.
- 2.
This was mainly used by mid-career employees backed by their employers.
- 3.
The final stage before becoming an independent consultant.
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Eraut, M. (2013). Developing Complex Performance Through Learning Trajectories and Re-creating Mediating Artefacts. In: Deitmer, L., Hauschildt, U., Rauner, F., Zelloth, H. (eds) The Architecture of Innovative Apprenticeship. Technical and Vocational Education and Training: Issues, Concerns and Prospects, vol 18. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-5398-3_14
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