Learning in the circumstances of work: the didactics of practice

Abstract

This paper discusses what constitutes the didactics of practice: learning in the circumstances of work. Learning through practice has and continues to be the principal process through which the occupational capacities upon which human society and individuals depend have been developed. Currently, there is an increased interest in this method of learning for extending experiences in educational programs, sustaining workers’ employability across lengthening working lives and assisting the transformation of work and occupational practices. These are important goals for societal purposes, communities, workplace continuity and workers’ employability and development. It seems timely, therefore, to outline an explanation of the qualities and characteristics of learning through experiences in practice settings, such as workplaces, and how these experiences can be used and enriched to support effective work-related learning across working lives: the didactics of learning through practice. It is proposed here, that practice-based curriculum and pedagogy, and workers’ personal epistemologies are the key framing elements of such didactics. However, these institutional and personal practices are also framed by global, cultural, societal and situated factors that shape individuals’ engagement in and their learning through work, and, hence, the didactic qualities and potential of learning through practice. Here, these elements, factors and their consequences are discussed in terms of understanding and enhancing learning experiences in the circumstances of work.