WORK AND LEARNER IDENTITY: Developing an analytical framework

Sissel Kondrup

doi:10.1007/978-94-6300-244-8

WORK AND LEARNER IDENTITY: Developing an analytical framework

Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › peer review

Abstract

The aim of this article is to suggest a theoretical framework than can assess to how people’s engagement in specific historical and social work practices are significant to their development, maintenance or transformation of a learner identity. Such a framework is crucial in order to grasp how different groups have distinctive conditions for meeting the obligation of forming a proactive learner identity and engage in lifelong learning prevalent in both national and transnational policies on lifelong learning.

Originalsprog	Engelsk
Titel	Working and Learning in Times of Uncertainty : Challenges to Adult, Professional and Vocational Education
Redaktører	Sandra Bohlinger, Ulrika Haake, Christian Helms Jørgensen, Hanna Toiviainen, Andreas Wallo
Forlag	SENSE Publisher
Publikationsdato	2015
Sider	29-41
ISBN (Elektronisk)	978-94-6300-244-8
DOI	https://doi.org/10.1007/978-94-6300-244-8
Status	Udgivet - 2015

Citer dette

Kondrup, S. (2015). WORK AND LEARNER IDENTITY: Developing an analytical framework. I S. Bohlinger, U. Haake, C. Helms Jørgensen, H. Toiviainen, & A. Wallo (red.), Working and Learning in Times of Uncertainty: Challenges to Adult, Professional and Vocational Education (s. 29-41). SENSE Publisher. https://doi.org/10.1007/978-94-6300-244-8

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WORK AND LEARNER IDENTITY : Developing an analytical framework. / Kondrup, Sissel.

Working and Learning in Times of Uncertainty: Challenges to Adult, Professional and Vocational Education. red. / Sandra Bohlinger; Ulrika Haake; Christian Helms Jørgensen; Hanna Toiviainen; Andreas Wallo. SENSE Publisher, 2015. s. 29-41.

Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › peer review

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AB - The aim of this article is to suggest a theoretical framework than can assess to how people’s engagement in specific historical and social work practices are significant to their development, maintenance or transformation of a learner identity. Such a framework is crucial in order to grasp how different groups have distinctive conditions for meeting the obligation of forming a proactive learner identity and engage in lifelong learning prevalent in both national and transnational policies on lifelong learning.

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Link til dokument

10.1007/978-94-6300-244-8

https://link.springer.com/content/pdf/10.1007%2F978-94-6300-244-8_3.pdf