Abstract
This chapter examines the conceptualisation of work activity that forms the foundation of Francophone perspectives on training and work and reviews empirical work grounded in these perspectives. It commences by identifying and discussing three fundamental assumptions about the nature of work activity and workplaces as legitimate sites of learning and training that underpin Francophone research related to the articulation of training and work. These are as follows: (1) actual work activity cannot be reduced to the prescribed task, (2) any work activity includes a productive and a constructive component and (3) work activity affords the creation of rich learning opportunities for improved practice. Six empirical studies that have addressed the above assumptions are scrutinised next as illustrations, with reference to other bodies of literature concerned by workplace learning. Common innovative methodological aspects of research found across studies from the Francophone research traditions are also identified. The final part of the chapter elaborates on several novel contributions of Francophone research aimed at enhancing the articulation of work and training to the overall body of literature on learning through and for practice. It is argued that by conceptualising work activity and professional practices as enabling environments for training within the complexity of real-life, interactive and dynamic situations and providing empirical support for this claim, research from Francophone research traditions makes a unique contribution to the literature on workplace learning, as well as the literature on vocational, professional and training research. It is also claimed that the dissemination of this work in the Anglophone research community offers exciting possibilities for cross-fertilisation and mutual enrichment, conceptually, methodologically and educationally.
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Notes
- 1.
Throughout this article, all translations from French are mine unless otherwise noted. Since translation always entails a shift in meaning, some original expressions are occasionally included in parenthesis to allow the reader a chance to check the intent of the French language.
- 2.
One main point of difference for Pastré et al. (2006) is the focus on activity as a collective entity (Engeström’s tradition) versus on individuals within the activity itself characterised as ‘real work’ people do in contrast to what the task requires or ‘prescribed work’ (French-speaking ergonomics tradition).
- 3.
All studies published in this volume use multiple data sources and methods of analysis.
- 4.
The term Erfahrraum is constructed from two German words, ‘Raum’ meaning room or space (for learning) and ‘Erfahrung’ meaning (reflected) experience.
- 5.
The term gesture in Ouellet and Vézina’s research largely overlaps with Mayen’s concept of situational action.
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Volet, S. (2015). On the Articulation of Training and Work: Insights from Francophone Research Traditions. In: Filliettaz, L., Billett, S. (eds) Francophone Perspectives of Learning Through Work. Professional and Practice-based Learning, vol 12. Springer, Cham. https://doi.org/10.1007/978-3-319-18669-6_16
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