This article proposes an approach to vocational skill development which emphasises the authenticity of learning experiences. Authenticity is defined in terms of a socio‐cultural construction of vocational knowledge. Using empirical data, current research and theorising, it is argued that learning arrangements situated in the workplace present a viable option for the development of vocational skills. Particular significance is afforded to the socio‐cultural contribution to problem‐solving and the transfer of learning. These key qualities of thinking processes are used to Illustrate the pervasive nature of a socio‐cultural construction of understanding within vocational practice. Theoretical bases within cognitive psychology, sociology and cultural psychology are drawn upon to present a concept of learning which includes the authenticity of activity and the guidance of expert others within a culture of vocational practice. The article attempts to make explicit the application of this emerging view of thinking and acting to vocational activities and the development of vocational skills. © 1994 Taylor and Francis Group, LLC.
Author Keywords
Index Keywords
