ABSTRACT
This chapter explores the concept of ‘expansive learning’ taken from A. Fuller and L. Unwin’s research of apprenticeships where they identified a ‘restrictive–expansive continuum’ that classified the type of learning environment presented in the work place. Expansive learning encouraged a supportive environment for students to learn higher level skills such as dialogue, problem solving and reflexive forms of expertise. The expansive learning chapter identified three levels of learning–connecting, establishing and expanding. P. E. Ellstrom made the distinction between an enabling and constraining learning environment whereby the structures in the practice setting impact on how easily a student can move between adaptive and developmental learning. J. S. Brown and P. Duguid found that organisational structures meant to assist practice could also form barriers to practice and learning. Interpersonal factors, and particularly that of being supportive and friendly, feature as important for a good learning environment.
