ABSTRACT
The conception of pedagogy presented in the last chapter can be used, we have argued, to analyze naturally occurring learning processes in the workplace, where education is not as high a priority as productivity. School-based teachers and internship coordinators can use the framework to consider what kinds of sites are appropriate for their student-interns. But we also believe that the same framework can be useful for the teachers’ work back at school. The basic premise is that the educator needs to think about the kinds of knowledge she wants her students to participate in, and then to construct situations in which they can do that. The fundamental issue is this: What is being done and what can and should be done to guide, enhance, and assess the learning that occurs in the workbased component of a work-based learning program?
