Conceptualising and Connecting Francophone Perspectives on Learning Through and for Work

Abstract

This chapter offers an overview of the field of Francophone research on learning through work and is intended as a platform for presenting a delineation of this field. Research on learning through work tends to privilege cultural and historical factors. Whilst this privileging is not always formulated explicitly in the chapters within this volume, this premise needs to be acknowledged to appraise the particular contributions of Francophone researchers. This privileging of cultural and historical factors is, however, useful for the reader to establish connections between chapters and across the different Francophone perspectives they propose. More specifically, this chapter presents a range of research traditions that have secured important places within the French-speaking research community, as illustrated in the following chapters. This overview aims at explaining the disciplinary background underlying these traditions and identifying key premises and concepts and specific research and training methods that have emerged in that particular context. The chapter also attempts to illuminate the specific conceptions of learning these traditions are built on and have contributed to promote.To achieve that outcome, three research traditions are described, in relation to their historical and cultural backgrounds, key ideas and methodological focuses. The first of these three traditions comprises what is referred to as Francophone ergonomics and the epistemology of the so-called work analysis. The historical and

Utilizing pedagogically rich work activities to promote professional learning

“…Engagement in work activities is no exception, these activities presenting problems that are variously routine and nonroutine for the learner. All of this is highly consistent with Francophone traditions of ergonomic and work analysis (Filliettaz & Billett 2015), the kinds of conceptions and approaches adopted in Francophone approaches to learning in and through work and for work .…”

Learning Through Verbal Interactions in the Workplace: The Role and Place of Guidance in Vocational Education and Training

“…A mentor may endorse an external observer's position for a while, before being invited again to engage in a joint action configuration. From there, referring back, to a distinction made in Francophone ergonomics (see Durand and Poizat 2015;Filliettaz et al 2015;Mayen 2015), we see that "prescribed" participation configurations may be quite remote from the ways these participation configurations are "accomplished" in real conditions.…”

To kontekster - to skrivepraksiser? Skriving i skole og bedrift i fag- og yrkesopplæringen

“…Ferdigheter kan forstås og forankres bredt -som kognitive, sosiale og emosjonelle ferdigheter (NOU, 2018;OECD, 2017). Et fellestrekk for ferdigheter generelt er at de etterspørres og brukes i ulike situasjoner og kontekster, som overførbare ferdigheter eller "transferable skills" (Filliettaz, Billett, Bourgeois, Durand & Poizat, 2015;Losa & Filliettaz, 2017;Nägele & Stalder, 2017). Overførbare ferdigheter har ulike betegnelser avhengig av hva disse vektlegger innenfor ulike områder.…”

“…Det dokumenteres at så å si alle yrker bruker skriving, gjerne i kombinasjon med lesing og muntlige samtaler, også yrker som vi tradisjonelt ikke forbinder med tekstbaserte aktiviteter (Karlsson, 2006(Karlsson, , 2009Karlsson & Nikolaidou, 2016). Arbeidsbasert skriftkompetanse og yrkesrettet skriving i arbeidslivet innebaerer kompleks skrivekompetanse rettet mot ulike målgrupper, formål og bruk av ulike tekstsjangre (Blikstad-Balas, Roe & Klette, 2018;Filliettaz et al, 2015;Paul, 2017). Samtidig viser arbeidslivets skriftbruk liten sammenheng med den skriving og lesing som praktiseres i skolekonteksten.…”