Accessing and engaging vocational knowledge: instructional media versus everyday practice

Abstract

Analyses the development of vocational knowledge through two contrasting approaches which are referred to as the “instructional media” and everyday practice. The former is the text‐based approach currently favoured by government and the latter is an approach to learning through participation in everyday activities. Using data from a study conducted in the workplace, appraises the processes and outcomes of these two approaches to learning. Indicates that everyday practice offers the greatest likelihood of securing vocational knowledge. Concludes that access to, and ongoing engagement with, authentic learning activities are significant attributes to this approach to the acquisition of vocational knowledge.