Learning in the Absence of Direct Supervision: Person-Dependent Scaffolding

Learning in the Absence of Direct Supervision: Person-Dependent Scaffolding Contemporary accounts of learning emphasise the importance of immediate social partners such as teachers and co-workers. Yet, much of our learning for work occurs without such experts. This paper provides an understanding of how and why new home care workers use scaffolding to learn and enact safe manual handling techniques in their workplaces, and suggests how their learning may be supported in the absence of direct supervision. A qualitative approach was adopted for this inquiry, in which newly recruited workers were directly observed and interviewed in their workplaces following classroom training. When learning without direct supervision, these workers were found to use the scaffolding in person-dependent ways. They constructed, engaged with, and subsequently dismantled their scaffolding as personally required, rather than relying on their teacher to decide how and when these forms of learning support should be used and withdrawn. Consequently, a range of scaffolds should be provided in the workplaces of these individuals, without rigid stipulations about how and when they are to be accessed. That is, the learners themselves should be encouraged to decide on the type and frequency of their interaction with the scaffolding provided, and to access or withdraw this support as required. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Vocations and Learning Springer Journals

Learning in the Absence of Direct Supervision: Person-Dependent Scaffolding

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Publisher
Springer Netherlands
Copyright
Copyright © 2017 by Springer Science+Business Media Dordrecht
Subject
Education; Professional and Vocational Education; Learning and Instruction
ISSN
1874-785X
eISSN
1874-7868
D.O.I.
10.1007/s12186-017-9176-9
Publisher site
See Article on Publisher Site

Abstract

Contemporary accounts of learning emphasise the importance of immediate social partners such as teachers and co-workers. Yet, much of our learning for work occurs without such experts. This paper provides an understanding of how and why new home care workers use scaffolding to learn and enact safe manual handling techniques in their workplaces, and suggests how their learning may be supported in the absence of direct supervision. A qualitative approach was adopted for this inquiry, in which newly recruited workers were directly observed and interviewed in their workplaces following classroom training. When learning without direct supervision, these workers were found to use the scaffolding in person-dependent ways. They constructed, engaged with, and subsequently dismantled their scaffolding as personally required, rather than relying on their teacher to decide how and when these forms of learning support should be used and withdrawn. Consequently, a range of scaffolds should be provided in the workplaces of these individuals, without rigid stipulations about how and when they are to be accessed. That is, the learners themselves should be encouraged to decide on the type and frequency of their interaction with the scaffolding provided, and to access or withdraw this support as required.

Journal

Vocations and LearningSpringer Journals

Published: Mar 15, 2017

References

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