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. © 2015, Springer International Publishing Switzerland.
Author Keywords
Index Keywords
