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International Handbook of Research in Professional and Practice-based Learning pp 759–779Cite as

Apprenticeship as a Model for Learning in and Through Professional Practice

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Abstract

Beyond the institution of apprenticeship, most strongly associated with Medieval guilds, apprenticeship can represent a powerful model to think about learning. Through a discussion of some of the most influential theories on apprenticeship learning in the social sciences, this chapter aims to find ways to think about apprenticeship in its complexity and diversity as a mode of learning, and specifically in relation to professional learning.

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Author information

Authors and Affiliations

  1. Department of Anthropology and Sociology, SOAS, University of London, London, UK

    Geoffrey Gowlland

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  1. Geoffrey Gowlland
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Correspondence to Geoffrey Gowlland .

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Editors and Affiliations

  1. School of Education and Professional Studies, Adult and Vocational Education, Griffith University, Brisbane, Queensland, Australia

    Stephen Billett

  2. Institute of Educational Science, University of Paderborn, Paderborn, Germany

    Christian Harteis

  3. Institute of Educational Science, University of Regensburg, Regensburg, Germany

    Hans Gruber

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Gowlland, G. (2014). Apprenticeship as a Model for Learning in and Through Professional Practice. In: Billett, S., Harteis, C., Gruber, H. (eds) International Handbook of Research in Professional and Practice-based Learning. Springer International Handbooks of Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-8902-8_28

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