ABSTRACT
Contributors to this part were asked to develop their chapters on the assumption that workplace learning (WPL) is a process that emerges from the interaction between the individual and the setting. In addition, we were invited to describe and to illustrate those workplace characteristics that infl uence learning. Within our Co-operative Education and Workplace Learning team (CEWL), twelve years of research on WPL have convinced us of the complexity of action knowledge in the workplace and of describing how it is acquired. For example, here is a high-school co-operative (co-op) education student explaining how she learned to restrain an animal on the examining table at the veterinary clinic.
